通过远程练习为有困难的写作者实施基于策略的教学

IF 1.8 4区 医学 Q1 LINGUISTICS
Anthony D. Koutsoftas, Karen Hoover
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引用次数: 0

摘要

在这篇临床教程中,我们介绍了使用远程实践作为服务提供方法,为写作困难的学生提供干预的实施情况。本文重点介绍的干预措施是由接受过高级培训的研究生为有学习障碍和无学习障碍的小学生提供的。为本研究制定的协议以写作理论框架(K. D. Ritchey 等人,2016 年)为框架,并基于当前支持有学习障碍的写作者的最佳证据(例如,A. L. Poch 等人,2022 年;S. Graham 和 D. Perin,2007 年)。简而言之,我们从研究文献中汲取了写作干预的最佳实践,并对其进行了调整,以便对被认定为写作困难的小学学龄儿童进行远程指导。作为临床指导的一部分,我们提供了四个不同的案例研究,说明如何调整干预措施以满足个别学生的需求。此外,还提供了通过远程练习为写作困难学生调整干预措施的临床意义以及未来的研究方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Implementing Strategy-Based Instruction for Struggling Writers via Telepractice
In this clinical tutorial, we describe the implementation of interventions provided to struggling writers using telepractice as the method of service delivery. The intervention of focus in this article was provided by graduate students who received advanced training in supporting writing to elementary school children with and without learning disabilities. The protocols developed for this study were framed by a theoretical framework for writing (K. D. Ritchey et al., 2016) and based on current best evidence for supporting struggling writers (e.g., A. L. Poch et al., 2022; S. Graham & D. Perin, 2007). In short, we lifted from the research literature available best practices for writing interventions and adapted these for telepractice with elementary-age schoolchildren identified as struggling writers. As part of this clinical tutorial, four different case studies are provided that illustrate how the intervention was adapted to meet individual student needs. Clinical implications for adapting interventions delivered via telepractice for struggling writers are provided alongside future research directions.
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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
26
期刊介绍: Topics in Language Disorders (TLD) is a double-blind peer-reviewed topical journal that has dual purposes: (1) to serve as a scholarly resource for researchers and clinicians who share an interest in spoken and written language development and disorders across the lifespan, with a focus on interdisciplinary and international concerns; and (2) to provide relevant information to support theoretically sound, culturally sensitive, research-based clinical practices.
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