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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
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  Data: The Effects of Peer-Assisted Sentence-Combining Practice on Four Young Writers with Learning Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Saddler%2C+Bruce%22">Saddler, Bruce</searchLink><br /><searchLink fieldCode="AR" term="%22Asaro%2C+Kristie%22">Asaro, Kristie</searchLink><br /><searchLink fieldCode="AR" term="%22Behforooz%2C+Bita%22">Behforooz, Bita</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities%3A+A+Contemporary+Journal%22"><i>Learning Disabilities: A Contemporary Journal</i></searchLink>. 2008 6(1):17-31.
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  Data: 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/
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Difficulties%22">Writing Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+Generative+Grammar%22">Transformational Generative Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Revision+%28Written+Composition%29%22">Revision (Written Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 15
        StartPage: 17
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      – SubjectFull: Writing Difficulties
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      – SubjectFull: Peer Teaching
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      – SubjectFull: Transformational Generative Grammar
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      – SubjectFull: Check Lists
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      – SubjectFull: Revision (Written Composition)
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      – SubjectFull: Story Telling
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      – SubjectFull: Generalization
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      – SubjectFull: Writing Improvement
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      – TitleFull: The Effects of Peer-Assisted Sentence-Combining Practice on Four Young Writers with Learning Disabilities
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