Writing Lab Outreach Project, September 1, 1998-August 31, 2002. Outreach Projects for Children with Disabilities. Final Performance Report.
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| Title: | Writing Lab Outreach Project, September 1, 1998-August 31, 2002. Outreach Projects for Children with Disabilities. Final Performance Report. |
|---|---|
| Language: | English |
| Authors: | Nelson, Nickola W., Bahr, Christine M., Van Meter, Adelia, Western Michigan Univ., Kalamazoo. Coll. of Education. |
| Peer Reviewed: | N |
| Page Count: | 71 |
| Publication Date: | 2002 |
| Sponsoring Agency: | Special Education Programs (ED/OSERS), Washington, DC. |
| Document Type: | Reports - Descriptive |
| Descriptors: | Case Studies, Computer Assisted Instruction, Disabilities, Inclusive Schools, Individualized Instruction, Inservice Teacher Education, Instructional Effectiveness, Primary Education, Regular and Special Education Relationship, Team Teaching, Workshops, Writing Improvement, Writing Instruction, Writing Laboratories |
| Abstract: | This final report describes activities and accomplishments of the Writing Lab Outreach Project (WLOP), a federally supported 3-year collaborative effort of Western Michigan University and the Kalamazoo (Michigan) Public Schools to prepare teams of general and special educators and speech-language pathologists to implement the writing lab approach in inclusive educational settings (grades 1-3). The writing lab approach combines writing process instruction, computer supports, and collaborative, inclusive, individualized service delivery to improve the spoken and written language skills of students with and without disabilities. The WLOP provided professional development experiences for 35 interdisciplinary development team members, 33 outreach team members, 65 intensive workshop participants, and approximately 2,000 workshop participants. Evaluation data from story probes written by 400 students (including 52 with special education needs) found significant increases in story scores, written language fluency, numbers and types of conjunctions, and lexical diversity, as well as decreases in grammatical errors, cohesion problems, and percentage of spelling errors. Research also identified variables that most distinguished typical from disordered performance including total words produced in stories, numbers and types of conjunctions, number of different words, and percentage of spelling errors. Appendices list dissemination activities and detail software features, and provide survey results and a case study. (Contains 16 references.) (Author/DB) |
| Entry Date: | 2004 |
| Accession Number: | ED479110 |
| Database: | ERIC |
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