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Early Writing Intervention: A Best Evidence Synthesis.

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Title: Early Writing Intervention: A Best Evidence Synthesis.
Authors: McMaster, Kristen L., Kunkel, Amy, Shin, Jaehyun, Jung, Pyung-Gang, Lembke, Erica
Source: Journal of Learning Disabilities. Jul/Aug2018, Vol. 51 Issue 4, p363-380. 18p.
Subjects: People with intellectual disabilities, Psychology information storage & retrieval systems, Language acquisition, Research funding, Self-management (Psychology), Writing, Systematic reviews, Early intervention (Education), Treatment effectiveness, Meta-synthesis, Children, Therapeutics
Abstract: The purpose of this best evidence synthesis was to identify promising interventions that align with a theoretical model of early writing development, targeting three components of early writing: transcription, text generation, and self-regulation. We determined the extent to which these interventions are effective for children who struggle with early writing skills, by calculating effect sizes for group and single-subject designs, and we examined the overall quality of the research. Twenty-five studies met inclusion criteria. Among group design studies, mean effects (Hedge’s g) ranged from 0.19 to 1.17 for measures of writing quantity and from 0.17 to 0.85 for measures of writing quality. Percentage of all nonoverlapping data for single-subject designs ranged from 83% to 100% for measures of writing quantity. Interventions with the strongest evidence of effects and highest methodological quality are described in detail. Recommendations for research and practice are provided. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Early Writing Intervention: A Best Evidence Synthesis.
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  Data: <searchLink fieldCode="AR" term="%22McMaster%2C+Kristen+L%2E%22">McMaster, Kristen L.</searchLink><br /><searchLink fieldCode="AR" term="%22Kunkel%2C+Amy%22">Kunkel, Amy</searchLink><br /><searchLink fieldCode="AR" term="%22Shin%2C+Jaehyun%22">Shin, Jaehyun</searchLink><br /><searchLink fieldCode="AR" term="%22Jung%2C+Pyung-Gang%22">Jung, Pyung-Gang</searchLink><br /><searchLink fieldCode="AR" term="%22Lembke%2C+Erica%22">Lembke, Erica</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Learning+Disabilities%22">Journal of Learning Disabilities</searchLink>. Jul/Aug2018, Vol. 51 Issue 4, p363-380. 18p.
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  Data: <searchLink fieldCode="DE" term="%22People+with+intellectual+disabilities%22">People with intellectual disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Self-management+%28Psychology%29%22">Self-management (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing%22">Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+effectiveness%22">Treatment effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-synthesis%22">Meta-synthesis</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Therapeutics%22">Therapeutics</searchLink>
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  Data: The purpose of this best evidence synthesis was to identify promising interventions that align with a theoretical model of early writing development, targeting three components of early writing: transcription, text generation, and self-regulation. We determined the extent to which these interventions are effective for children who struggle with early writing skills, by calculating effect sizes for group and single-subject designs, and we examined the overall quality of the research. Twenty-five studies met inclusion criteria. Among group design studies, mean effects (Hedge’s g) ranged from 0.19 to 1.17 for measures of writing quantity and from 0.17 to 0.85 for measures of writing quality. Percentage of all nonoverlapping data for single-subject designs ranged from 83% to 100% for measures of writing quantity. Interventions with the strongest evidence of effects and highest methodological quality are described in detail. Recommendations for research and practice are provided. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/0022219417708169
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        Type: general
      – SubjectFull: Psychology information storage & retrieval systems
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      – SubjectFull: Language acquisition
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      – SubjectFull: Self-management (Psychology)
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      – SubjectFull: Writing
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      – SubjectFull: Systematic reviews
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      – SubjectFull: Early intervention (Education)
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      – SubjectFull: Treatment effectiveness
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      – SubjectFull: Meta-synthesis
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      – SubjectFull: Children
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      – SubjectFull: Therapeutics
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      – TitleFull: Early Writing Intervention: A Best Evidence Synthesis.
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            NameFull: McMaster, Kristen L.
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              Text: Jul/Aug2018
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