Effects of Early Writing Intervention Delivered within a Data-Based Instruction Framework
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| Title: | Effects of Early Writing Intervention Delivered within a Data-Based Instruction Framework |
|---|---|
| Language: | English |
| Authors: | Jung, Pyung-Gang, McMaster, Kristen L., delMas, Robert C. |
| Source: | Exceptional Children. Apr 2017 83(3):281-297. |
| Availability: | SAGE Publications. 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.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A130144 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Emergent Literacy, Intervention, Writing (Composition), Control Groups, Experimental Groups, Curriculum Based Assessment, Achievement Tests, Writing Achievement, Special Needs Students, Individualized Instruction, Pretests Posttests, Multivariate Analysis, Elementary School Students, Teaching Methods, Intermode Differences, Instructional Effectiveness, Research Utilization, Evidence Based Practice |
| Assessment and Survey Identifiers: | Woodcock Johnson Tests of Achievement |
| DOI: | 10.1177/0014402916667586 |
| ISSN: | 0014-4029 |
| Abstract: | We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing intervention within a DBI framework for 30 min, 3 times per week, for 12 weeks. Control students received business-as-usual writing instruction. We measured writing performance using curriculum-based measures (CBM) and Woodcock Johnson III Tests of Achievement (WJ III). We found significant treatment effects on CBM outcomes (Hedges g = 0.74 to 1.36). We also found a significant interaction between special education status and condition on the WJ III favoring treatment students with disabilities (Hedges g = 0.45 to 0.70). Findings provide preliminary support for using a combination of research-based intervention and DBI with students with intensive writing needs. |
| Abstractor: | As Provided |
| Number of References: | 55 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| Accession Number: | EJ1146377 |
| Database: | ERIC |
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| Abstract: | We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing intervention within a DBI framework for 30 min, 3 times per week, for 12 weeks. Control students received business-as-usual writing instruction. We measured writing performance using curriculum-based measures (CBM) and Woodcock Johnson III Tests of Achievement (WJ III). We found significant treatment effects on CBM outcomes (Hedges g = 0.74 to 1.36). We also found a significant interaction between special education status and condition on the WJ III favoring treatment students with disabilities (Hedges g = 0.45 to 0.70). Findings provide preliminary support for using a combination of research-based intervention and DBI with students with intensive writing needs. |
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| ISSN: | 0014-4029 |
| DOI: | 10.1177/0014402916667586 |
