دورية أكاديمية
Examining the Relations between Instructional-Level Data and Intervention Response in Early Writing
| العنوان: | Examining the Relations between Instructional-Level Data and Intervention Response in Early Writing |
|---|---|
| اللغة: | English |
| المؤلفون: | Parker, David C., Burns, Matthew K., McMaster, Kristen L., Al Otaiba, Stephanie, Medhanie, Amanuel |
| المصدر: | Assessment for Effective Intervention. Jun 2018 43(3):157-168. |
| الإتاحة: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Grade 1 |
| الواصفات: | Writing Instruction Grade 1 Elementary School Students Emergent Literacy Student Development Data Growth Models Intervention |
| DOI: | 10.1177/1534508417731999 |
| تدمد: | 1534-5084 |
| مستخلص: | The current study determined growth patterns during an 8-week writing intervention and then examined the association between growth pattern and students' initial skills as determined by instructional-level data. One hundred forty-seven first-grade students struggling with early literacy skills received a writing intervention at one of two tiers of support and completed progress assessments at regular intervals. Results indicated that students followed more than one type of growth pattern. A moderate correspondence was found between growth pattern and instructional-level data. Current results are contextualized within previous research. Implications for adapting writing interventions based on student data and theoretical models of writing development are discussed. |
| Abstractor: | As Provided |
| Number of References: | 69 |
| Entry Date: | 2018 |
| رقم الانضمام: | EJ1179492 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1534-5084 |
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| DOI: | 10.1177/1534508417731999 |