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A Pilot Study of Sentence Writing Instruction for a First Grader with a Learning Disability

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Title: A Pilot Study of Sentence Writing Instruction for a First Grader with a Learning Disability
Language: English
Authors: Abigail A. Allen (ORCID 0000-0002-5135-3709)
Source: Grantee Submission. 2026.
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324B230030
Document Type: Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: Sentences, Writing Skills, Writing Instruction, Grade 1, Elementary School Students, Males, Students with Disabilities, Learning Disabilities, Error Patterns, Intervention, Instructional Effectiveness, Writing Difficulties
Assessment and Survey Identifiers: Wechsler Individual Achievement Test, Clinical Evaluation of Language Fundamentals, Wechsler Intelligence Scale for Children
DOI: 10.1007/s10643-026-02207-7
Abstract: Sentence writing is a critical early writing skill (Kim et al., 2014) but is often overlooked in empirical literature (McMaster et al., 2018). The current pilot study evaluated the effect of a set of explicit sentence writing lessons on a first grader's writing and identified the types of errors made before and during instruction. The participant was a 6-year-old white male with a learning disability. An exploratory AB single case design was used to detect and describe participant writing during baseline, intervention, and maintenance phases. A series of 12 sentence writing lessons were administered three times per week for four weeks. Lessons focused on writing complete, simple sentences with correct mechanics and incorporated a sentence planning page and a self-checklist. Results indicate the participant improved his capitalization and punctuation (Tau-U = 0.50) but not his sentence length or complexity. He primarily made punctuation errors and wrote incomplete sentences at baseline, both of which improved significantly after lessons were completed. Implications for future research and practical implications are discussed. [This is the online first version of an article published in "Early Childhood Education Journal."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: ED679708
Database: ERIC
FullText Text:
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DbLabel: ERIC
An: ED679708
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
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  Label: Title
  Group: Ti
  Data: A Pilot Study of Sentence Writing Instruction for a First Grader with a Learning Disability
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Abigail+A%2E+Allen%22">Abigail A. Allen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5135-3709">0000-0002-5135-3709</externalLink>)
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  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2026.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
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  Label: Contract Number
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  Data: R324B230030
– Name: TypeDocument
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  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Sentences%22">Sentences</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Difficulties%22">Writing Difficulties</searchLink>
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  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Wechsler+Individual+Achievement+Test%22">Wechsler Individual Achievement Test</searchLink><br /><searchLink fieldCode="SU" term="%22Clinical+Evaluation+of+Language+Fundamentals%22">Clinical Evaluation of Language Fundamentals</searchLink><br /><searchLink fieldCode="SU" term="%22Wechsler+Intelligence+Scale+for+Children%22">Wechsler Intelligence Scale for Children</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10643-026-02207-7
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Sentence writing is a critical early writing skill (Kim et al., 2014) but is often overlooked in empirical literature (McMaster et al., 2018). The current pilot study evaluated the effect of a set of explicit sentence writing lessons on a first grader's writing and identified the types of errors made before and during instruction. The participant was a 6-year-old white male with a learning disability. An exploratory AB single case design was used to detect and describe participant writing during baseline, intervention, and maintenance phases. A series of 12 sentence writing lessons were administered three times per week for four weeks. Lessons focused on writing complete, simple sentences with correct mechanics and incorporated a sentence planning page and a self-checklist. Results indicate the participant improved his capitalization and punctuation (Tau-U = 0.50) but not his sentence length or complexity. He primarily made punctuation errors and wrote incomplete sentences at baseline, both of which improved significantly after lessons were completed. Implications for future research and practical implications are discussed. [This is the online first version of an article published in "Early Childhood Education Journal."]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
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  Label: IES Funded
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  Data: Yes
– Name: DateEntry
  Label: Entry Date
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  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED679708
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679708
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10643-026-02207-7
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Sentences
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Males
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Error Patterns
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Writing Difficulties
        Type: general
      – SubjectFull: Wechsler Individual Achievement Test
        Type: general
      – SubjectFull: Clinical Evaluation of Language Fundamentals
        Type: general
      – SubjectFull: Wechsler Intelligence Scale for Children
        Type: general
    Titles:
      – TitleFull: A Pilot Study of Sentence Writing Instruction for a First Grader with a Learning Disability
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          Name:
            NameFull: Abigail A. Allen
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              M: 04
              Type: published
              Y: 2026
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