The Effects of Peer-Assisted Sentence-Combining Practice on Four Young Writers with Learning Disabilities
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| Title: | The Effects of Peer-Assisted Sentence-Combining Practice on Four Young Writers with Learning Disabilities |
|---|---|
| Language: | English |
| Authors: | Saddler, Bruce, Asaro, Kristie, Behforooz, Bita |
| Source: | Learning Disabilities: A Contemporary Journal. 2008 6(1):17-31. |
| Availability: | Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Learning Disabilities, Elementary School Students, Writing Difficulties, Peer Teaching, Transformational Generative Grammar, Check Lists, Revision (Written Composition), Story Telling, Generalization, Writing Improvement |
| ISSN: | 1937-6928 |
| Abstract: | Constructing well-formed sentences is an important element of writing. However, many students struggle with this skill; in particular, writers with learning disability (LD). In this study sentence-combining practice with a peer-assistance component was used to improve the ability of four young students with LD to construct sentences and compose stories. Results support the use of sentence-combining practice to increase sentence-construction ability. Furthermore, sentence-combining instruction led to gains in story quality, use of taught constructions, and number of revisions. We also targeted transfer of the sentence-combining skills to story writing by integrating generalization training via parallel writing tasks and a Peer-Editor Checklist. Student comments suggested that the checklist increased their ability to identify the use of sentence-combining skills in each other's writing and make effective revising suggestions. (Contains 6 figures.) |
| Abstractor: | As Provided |
| Entry Date: | 2008 |
| Accession Number: | EJ797654 |
| Database: | ERIC |
| Abstract: | Constructing well-formed sentences is an important element of writing. However, many students struggle with this skill; in particular, writers with learning disability (LD). In this study sentence-combining practice with a peer-assistance component was used to improve the ability of four young students with LD to construct sentences and compose stories. Results support the use of sentence-combining practice to increase sentence-construction ability. Furthermore, sentence-combining instruction led to gains in story quality, use of taught constructions, and number of revisions. We also targeted transfer of the sentence-combining skills to story writing by integrating generalization training via parallel writing tasks and a Peer-Editor Checklist. Student comments suggested that the checklist increased their ability to identify the use of sentence-combining skills in each other's writing and make effective revising suggestions. (Contains 6 figures.) |
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| ISSN: | 1937-6928 |
