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dc.contributorFacultad de Educaciones_ES
dc.contributor.authorArrimada García, María
dc.contributor.authorFidalgo Redondo, Raquel 
dc.contributor.otherPsicologia Evolutiva y de la Educaciones_ES
dc.date2018
dc.date.accessioned2022-06-16T09:48:58Z
dc.date.available2022-06-16T09:48:58Z
dc.identifier.issn0922-4777
dc.identifier.urihttp://hdl.handle.net/10612/14970
dc.descriptionp.865-891es_ES
dc.description.abstractWe report a multiple-baseline single-case study, based in the response to intervention framework, evaluating transcription-only and transcription-and-planning interventions for young, struggling writers. In a baseline phase, 8 classes of Spanish children at the start of their first year of primary (elementary) education completed short, probe writing tasks twice-weekly over the first 120 days of their school career. During this period, all students received researcher-developed classroom instruction in spelling, handwriting, and text-planning. Students then completed a battery of tests including measures of spelling, handwriting and composition quality. On the basis of writing probe tasks and test scores we identified 12 struggling writers for whose written composition performance was below the 15th percentile, relative to the full sample, whose spelling performance was below 25th percentile, and whose handwriting was poor. For the next 72 days, these students received twice-weekly, parent-delivered training in transcription skills (handwriting and spelling) or transcription skills plus text planning. Researcherdeveloped classroom instruction and regular probe tasks continued during this phase. All students, in both intervention conditions, showed improvement in handwriting quality relative to Phase 1. 10 students also showed improvement in composition quality, with 8 performing, post intervention, within normal range relative to peers. Our findings demonstrate the value of a response-to-intervention approach to identification and remediation for struggling writes in their first school yeares_ES
dc.languageenges_ES
dc.publisherSpringeres_ES
dc.subjectEducaciónes_ES
dc.subject.otherHandwritinges_ES
dc.subject.otherSpellinges_ES
dc.subject.otherPlanning instructiones_ES
dc.subject.otherWriting learning difficultieses_ES
dc.subject.otherStrategy-focused writing instructiones_ES
dc.titleSupporting first-grade writers who fail to learn: multiple single-case evaluation of a Response to Intervention approaches_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.identifier.doi10.1007/s11145-018-9817-x
dc.description.peerreviewedSIes_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.essn1573-0905
dc.journal.titleReading and Writinges_ES
dc.volume.number31es_ES
dc.issue.number4es_ES
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersiones_ES


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