Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High-Incidence Disabilities

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Shawn M. Datchuk, Derek B. Rodgers
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引用次数: 16

Abstract

Good sentence construction, the act of writing multiple words into sentence types that make semantic and syntactic sense, is needed for clear and meaningful written expression. The present study investigated the effects of a multi-component writing intervention, sentence instruction and frequency building to a performance criterion, on the simple sentence construction of intermediate-grade level students with high-incidence disabilities. Four special education teachers delivered intervention to small groups of two students, a total of eight students, and assessed for retention. Overall results were positive but inconsistent across the small groups. Three of the four small groups improved their text writing within simple sentences during and following intervention, and moderate to large Tau-U values for correct word sequences and for incorrect word sequences, respectively, were found. Results suggest that postinstruction writing fluency practice can be an effective part of writing intervention for intermediate-grade level students with high-incidence disabilities.

单句文本写作:对高发残疾学生写作流畅性的干预
良好的句子结构,将多个单词写成具有语义和句法意义的句子类型的行为,是清晰而有意义的书面表达所需要的。本研究探讨了多成分写作干预、句子教学和频率建构对中年级高发残疾学生单句建构的影响。四名特殊教育教师对两名学生组成的小组进行干预,共八名学生,并评估其保留情况。总体结果是积极的,但在小群体中不一致。四个小组中有三个小组在干预期间和之后改善了他们在简单句中的文本写作,并且分别发现正确单词序列和错误单词序列的Tau-U值为中等到较大。研究结果表明,教学后写作流畅性练习可以作为中等水平高发残疾学生写作干预的有效组成部分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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