RT info:eu-repo/semantics/article
T1 Supporting first-grade writers who fail to learn: multiple single-case evaluation of a Response to Intervention approach
A1 Arrimada García, María
A1 Fidalgo Redondo, Raquel
A2 Psicologia Evolutiva y de la Educacion
K1 Educación
K1 Handwriting
K1 Spelling
K1 Planning instruction
K1 Writing learning difficulties
K1 Strategy-focused writing instruction
AB We 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 andcomposition 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 below25th 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-interventionapproach to identification and remediation for struggling writes in their first school year
PB Springer
SN 0922-4777
LK http://hdl.handle.net/10612/14970
UL http://hdl.handle.net/10612/14970
NO p.865-891
DS BULERIA. Repositorio Institucional de la Universidad de León
RD 19-abr-2024