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Response to Intervention in Virtual Classrooms with Beginning Writers

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Title: Response to Intervention in Virtual Classrooms with Beginning Writers
Language: English
Authors: Klein, Perry D. (ORCID 0000-0001-6740-4737), Casola, Madelyn (ORCID 0000-0001-7182-4187), Dombroski, Jill D. (ORCID 0000-0002-6001-7512), Giese, Christine, Sha, Kristen Wing-Yan (ORCID 0000-0001-7884-7234), Thompson, Serena C. (ORCID 0000-0002-3489-8096)
Source: Reading & Writing Quarterly. 2023 39(5):413-435.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: Response to Intervention, Electronic Learning, Virtual Classrooms, Beginning Writing, COVID-19, Pandemics, Achievement Tests, Grade 1, Elementary School Students, Writing Instruction, Elementary School Teachers, Personal Narratives
Assessment and Survey Identifiers: Wechsler Individual Achievement Test
DOI: 10.1080/10573569.2022.2131662
ISSN: 1057-3569
1521-0693
Abstract: During the COVID pandemic, two virtual classes of Grade 1 students learned to write personal narratives in a Response to Intervention framework. Classroom teachers delivered Tier 1 Self-Regulated Strategy Development (SRSD) in personal narrative writing to 67% of students. A research associate provided Tier 2 SRSD instruction in personal narrative writing, with reteaching, support and feedback, and ad hoc remediation of handwriting and spelling, to eight students. Then, because three of the Tier 2 students were frequently absent or disengaged, the research associate delivered Tier 3 individual instruction to them. Students in both Tier 1 and Tier 2 instruction made large, statistically significant gains in text quality. Tier 3 students did not make significant gains. Partial correlations, observations during teaching, and teacher interviews suggest that attendance, spelling level, and discourse knowledge affected learning. Teachers identified strengths and limitations of SRSD, Response to Intervention and the specific materials used. The results indicate that in an online setting, SRSD, delivered in a brief RTI format, is effective for improving written expression for typically developing beginning writers and some struggling writers, but that some struggling writers require additional intervention.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1397988
Database: ERIC
FullText Text:
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  Data: Response to Intervention in Virtual Classrooms with Beginning Writers
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  Data: <searchLink fieldCode="AR" term="%22Klein%2C+Perry+D%2E%22">Klein, Perry D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6740-4737">0000-0001-6740-4737</externalLink>)<br /><searchLink fieldCode="AR" term="%22Casola%2C+Madelyn%22">Casola, Madelyn</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7182-4187">0000-0001-7182-4187</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dombroski%2C+Jill+D%2E%22">Dombroski, Jill D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6001-7512">0000-0002-6001-7512</externalLink>)<br /><searchLink fieldCode="AR" term="%22Giese%2C+Christine%22">Giese, Christine</searchLink><br /><searchLink fieldCode="AR" term="%22Sha%2C+Kristen+Wing-Yan%22">Sha, Kristen Wing-Yan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7884-7234">0000-0001-7884-7234</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thompson%2C+Serena+C%2E%22">Thompson, Serena C.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3489-8096">0000-0002-3489-8096</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing+Quarterly%22"><i>Reading & Writing Quarterly</i></searchLink>. 2023 39(5):413-435.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 23
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+Classrooms%22">Virtual Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Writing%22">Beginning Writing</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</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="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink>
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  Data: 10.1080/10573569.2022.2131662
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  Data: 1057-3569<br />1521-0693
– Name: Abstract
  Label: Abstract
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  Data: During the COVID pandemic, two virtual classes of Grade 1 students learned to write personal narratives in a Response to Intervention framework. Classroom teachers delivered Tier 1 Self-Regulated Strategy Development (SRSD) in personal narrative writing to 67% of students. A research associate provided Tier 2 SRSD instruction in personal narrative writing, with reteaching, support and feedback, and ad hoc remediation of handwriting and spelling, to eight students. Then, because three of the Tier 2 students were frequently absent or disengaged, the research associate delivered Tier 3 individual instruction to them. Students in both Tier 1 and Tier 2 instruction made large, statistically significant gains in text quality. Tier 3 students did not make significant gains. Partial correlations, observations during teaching, and teacher interviews suggest that attendance, spelling level, and discourse knowledge affected learning. Teachers identified strengths and limitations of SRSD, Response to Intervention and the specific materials used. The results indicate that in an online setting, SRSD, delivered in a brief RTI format, is effective for improving written expression for typically developing beginning writers and some struggling writers, but that some struggling writers require additional intervention.
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  Data: EJ1397988
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1397988
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      – Type: doi
        Value: 10.1080/10573569.2022.2131662
    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 23
        StartPage: 413
    Subjects:
      – SubjectFull: Response to Intervention
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Virtual Classrooms
        Type: general
      – SubjectFull: Beginning Writing
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Personal Narratives
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      – SubjectFull: Wechsler Individual Achievement Test
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      – TitleFull: Response to Intervention in Virtual Classrooms with Beginning Writers
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