Journal article
A Direct Instruction and Precision Teaching Intervention to Improve the Sentence Construction of Middle School Students With Writing Difficulties
The Journal of Special Education, Vol.51(2), pp.62-71
08/2017
DOI: 10.1177/0022466916665588
Abstract
Being able to construct simple sentences is necessary for effective written expression. The present study investigated effects of a sentence construction intervention on small groups of middle school students with disabilities and writing difficulties. The intervention entailed sentence instruction and frequency building to a performance criterion, a type of timed practice emphasizing fluency. A single case design, multiple-baseline across small groups, was used. Three middle school teachers delivered intervention to three small groups of students (a total of 15 students). As a result of intervention, the average number of correct minus incorrect word sequences per small group gradually increased. Results are discussed in the context of the sentence construction literature and within a framework of direct instruction and precision teaching.
Details
- Title: Subtitle
- A Direct Instruction and Precision Teaching Intervention to Improve the Sentence Construction of Middle School Students With Writing Difficulties
- Creators
- Shawn M Datchuk
- Resource Type
- Journal article
- Publication Details
- The Journal of Special Education, Vol.51(2), pp.62-71
- Publisher
- SAGE Publications; Los Angeles, CA
- DOI
- 10.1177/0022466916665588
- ISSN
- 0022-4669
- eISSN
- 1538-4764
- Language
- English
- Date published
- 08/2017
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993324302771
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