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A Writing Intervention to Teach Simple Sentences and Descriptive Paragraphs to Adolescents with Writing Difficulties.

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Title: A Writing Intervention to Teach Simple Sentences and Descriptive Paragraphs to Adolescents with Writing Difficulties.
Authors: Datchuk, Shawn M., Kubina Jr., Richard M.
Source: Education & Treatment of Children (West Virginia University Press). Aug2017, Vol. 40 Issue 3, p303-326. 24p.
Subjects: Sentences (Grammar), Precision teaching, Education of students with disabilities, Language & languages, Phonetic spelling, Competency-based teacher education, Capitalization (Writing), Academic achievement
Abstract: The present study used a multiple-baseline, single-case experimental design to investigate the effects of a multicomponent intervention on construction of simple sentences and word sequences. The intervention entailed sequential delivery of sentence instruction and frequency building to a performance criterion and paragraph instruction. Participants included four adolescents (i.e., three females and one male enrolled in grades 8 to 10) with difficulty constructing simple sentences. All participants exhibited improved performance in constructing complete, simple sentences per 1 min. Three of four participants showed improvements in their correct word sequences per 1 min. Following intervention, the majority of participants demonstrated performance comparable to or slightly higher than levels at the end of intervention. The practiced application of simple sentences and word sequences to descriptive paragraphs fluctuated across participants. [ABSTRACT FROM AUTHOR]
Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Writing Intervention to Teach Simple Sentences and Descriptive Paragraphs to Adolescents with Writing Difficulties.
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  Data: <searchLink fieldCode="AR" term="%22Datchuk%2C+Shawn+M%2E%22">Datchuk, Shawn M.</searchLink><br /><searchLink fieldCode="AR" term="%22Kubina+Jr%2E%2C+Richard+M%2E%22">Kubina Jr., Richard M.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Education+%26+Treatment+of+Children+%28West+Virginia+University+Press%29%22">Education & Treatment of Children (West Virginia University Press)</searchLink>. Aug2017, Vol. 40 Issue 3, p303-326. 24p.
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  Data: <searchLink fieldCode="DE" term="%22Sentences+%28Grammar%29%22">Sentences (Grammar)</searchLink><br /><searchLink fieldCode="DE" term="%22Precision+teaching%22">Precision teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+students+with+disabilities%22">Education of students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetic+spelling%22">Phonetic spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Competency-based+teacher+education%22">Competency-based teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Capitalization+%28Writing%29%22">Capitalization (Writing)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink>
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  Label: Abstract
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  Data: The present study used a multiple-baseline, single-case experimental design to investigate the effects of a multicomponent intervention on construction of simple sentences and word sequences. The intervention entailed sequential delivery of sentence instruction and frequency building to a performance criterion and paragraph instruction. Participants included four adolescents (i.e., three females and one male enrolled in grades 8 to 10) with difficulty constructing simple sentences. All participants exhibited improved performance in constructing complete, simple sentences per 1 min. Three of four participants showed improvements in their correct word sequences per 1 min. Following intervention, the majority of participants demonstrated performance comparable to or slightly higher than levels at the end of intervention. The practiced application of simple sentences and word sequences to descriptive paragraphs fluctuated across participants. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=125094246
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        Value: 10.1353/etc.2017.0013
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        Text: English
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        Type: general
      – SubjectFull: Precision teaching
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      – SubjectFull: Education of students with disabilities
        Type: general
      – SubjectFull: Language & languages
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      – SubjectFull: Phonetic spelling
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      – SubjectFull: Competency-based teacher education
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      – SubjectFull: Capitalization (Writing)
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              Text: Aug2017
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              Y: 2017
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