Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students With and Without Behavioral Challenges

Harris, Karen R.; Lane, Kathleen Lynne; Driscoll, Steven A.; Graham, Steve; Wilson, Kristen; Sandmel, Karin; Brindle, Mary; Schatschneider, Christopher

doi:10.1086/667403

Cited by 46 publications

(59 citation statements)

References 27 publications

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“…They often are the first ones to identify such students, referring them for special education services. The administration of these services requires confirmation that the teacher's appraisal was accurate, and this is commonly accomplished by administering a single writing assessment that evaluates how well a child writes in a single genre, such as story writing (Harris et al, 2012). The assumption underlying this approach is that a single composition provides a reliable estimate of students' writing achievement and that performance in one genre adequately reflects performance in other genres.…”

Section: Discussionmentioning

confidence: 99%

“…They are often the first ones to recognize that a serious writing problem exists, referring children for assessment who they believe will benefit from special help. These referrals are followed by an assessment, typically involving a single writing sample from a norm-referenced test, to confirm or disconfirm the teacher's appraisal (e.g., Harris et al, 2012). The writing assessment commonly involves story writing as this is what is tested by most norm-referenced standardized writing tests (see review by Calfee & Wilson, 2004).…”

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confidence: 99%

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Assessing the Writing Achievement of Young Struggling Writers

Graham

Hebert

Sandbank

et al. 2014

Learning Disability Quarterly

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This study examined the number of writing samples needed to obtain a reliable estimate of young struggling writers' capabilities. It further assessed if performance in one genre was reflective of performance in other genres for these children. Second-and third-grade students (81 boys, 56 girls), who were identified as struggling writers in need of special assistance by their teacher and scored at the 25th percentile or lower on a norm-referenced story-writing test, wrote four compositions: a story, personal narrative, opinion essay, and informative text. Applying generalizability theory (G-theory), students' scores on three writing measures (total number of words [TNW], vocabulary diversity, and writing quality) for the four compositions were each portioned into variance due to the following sources: students, writing tasks, and the interaction between students and writing tasks. We found that 14, 8, and 11 compositions, respectively, would be needed to obtain a reliable estimate of these students' writing capabilities in terms of TNW, vocabulary diversity, and writing quality. Furthermore, how well these students wrote in one genre provided a weak prediction of how well they wrote in other genres.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Assessing the Writing Achievement of Young Struggling Writers

Graham

Hebert

Sandbank

et al. 2014

Learning Disability Quarterly

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“…Drawings were successfully used as a story-planning strategy in a class of grade two students who struggled with writing, as reported in a study by Dunn (2011). Studies have also found that with the addition of instruction in self-regulation strategies students with behavioural disorders can benefit from instructional practices within the process discourse (Adkins & Gavins, 2012;Graham, Harris & Mason, 2005;Harris et al, 2012).…”

Section: English-language Studies (Exclusive Of Canada)mentioning

confidence: 79%

Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review

Heppner

2018

mje

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Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. ABSTRACT. This article reports on the results of a literature review addressing the research questions: What strategies for writing instruction have proven to be effective in promoting writing development in preschool-primary aged children? What research on writing instruction has been conducted within Canada on preschool-primary aged children? An examination of Canadian research reveals a significant lack of studies in the area of preschool-primary writing instruction. Theories of writing pedagogy are situated within a framework of six discourses: skills, creativity, process, genre, social practices, and sociopolitical. While the Canadian research represented all discourses, it was lacking in number and did not yet address such important areas as the literacy achievement gaps between urban / rural and Aboriginal / non-Aboriginal students.

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“…All three studies met EQI 1. Participants included students in elementary (Harris et al, 2012;Lane et al, 2011) and middle school (Cuenca-Sanchez, Mastropieri, Scruggs, & Kidd, 2012). All GDS used random assignment to form experimental and control groups.…”

Section: Quality Of the Group Design Studiesmentioning

confidence: 99%

“…All GDS used random assignment to form experimental and control groups. Interventionists were used in Lane et al (2011) and special educators in Cuenca-Sanchez, Mastropieri, Scruggs, and Kidd (2012) and Harris et al (2012).…”

Section: Quality Of the Group Design Studiesmentioning

confidence: 99%

A Review of Self-Regulated Strategy Development for Writing for Students with EBD

Sreckovic

Common

Knowles

et al. 2014

Behavioral Disorders

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In this systematic review, we evaluated the evidence base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n 5 13) by applying the quality indicators for single case (Horner et al., 2005) and for group (Gersten et al., 2005) design research. Second, we assessed whether SRSD for writing met the standards as an evidence-based practice for students with or at risk for EBD. All articles met 80% or more of the quality indicators (weighted coding range: 6.17-7.00 for single case design; 3.5-4.0 for group design). Results suggested SRSD for writing met standards as an evidence-based practice for this population. The need for future research and implications for practitioners are posed. Limitations and directions for future inquiry are addressed.

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Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students With and Without Behavioral Challenges

Cited by 46 publications

References 27 publications

Assessing the Writing Achievement of Young Struggling Writers

Assessing the Writing Achievement of Young Struggling Writers

Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review

A Review of Self-Regulated Strategy Development for Writing for Students with EBD

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