Supporting first-grade writers who fail to learn: multiple single-case evaluation of a response to intervention approach

Arrimada, M., Torrance, M. ORCID: 0000-0002-5305-4315 and Fidalgo, R., 2018. Supporting first-grade writers who fail to learn: multiple single-case evaluation of a response to intervention approach. Reading and Writing. ISSN 0922-4777

[img] Text
9970_Torrance.pdf - Post-print
Full-text access embargoed until 12 January 2019.

Download (619kB)

Abstract

We report a multiple-baseline single-case study, based in the response to intervention framework, evaluating transcription-only and transcription-and-planning interventions for young, struggling writers. In a baseline phase, 8 classes of Spanish children at the start of their first year of primary (elementary) education completed short, probe writing tasks twice-weekly over the first 120 days of their school career. During this period, all students received researcher-developed classroom instruction in spelling, handwriting, and text-planning. Students then completed a battery of tests including measures of spelling, handwriting and composition quality. On the basis of writing probe tasks and test scores we identified 12 struggling writers for whose written composition performance was below the 15th percentile, relative to the full sample, whose spelling performance was below 25th percentile, and whose handwriting was poor. For the next 72 days, these students received twice-weekly, parent-delivered training in transcription skills (handwriting and spelling) or transcription skills plus text planning. Researcher-developed classroom instruction and regular probe tasks continued during this phase. All students, in both intervention conditions, showed improvement in handwriting quality relative to Phase 1. 10 students also showed improvement in composition quality, with 8 performing, post intervention, within normal range relative to peers. Our findings demonstrate the value of a response-to-intervention approach to identification and remediation for struggling writes in their first school year.

Item Type: Journal article
Publication Title: Reading and Writing
Creators: Arrimada, M., Torrance, M. and Fidalgo, R.
Publisher: Springer Netherlands
Date: 12 January 2018
ISSN: 0922-4777
Identifiers:
NumberType
10.1007/s11145-018-9817-xDOI
9817Publisher Item Identifier
Divisions: Schools > School of Social Sciences
Depositing User: Jonathan Gallacher
Date Added: 15 Jan 2018 16:17
Last Modified: 15 Jan 2018 16:31
URI: http://irep.ntu.ac.uk/id/eprint/32426

Actions (login required)

Edit View Edit View

Views

Views per month over past year

Downloads

Downloads per month over past year