Sentence Writing Intervention for At-Risk Writers in Upper Elementary Grades

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2021-09-22 DOI:10.1111/ldrp.12266
R. Alex Smith, Abigail A. Allen, Kristin L. Panos, Stephen Ciullo
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引用次数: 2

Abstract

Fluent production of a variety of grammatically correct sentences is essential to overall writing quality across genres. Sentence-production skills become increasingly important as students prepare to transition from the elementary grades to middle-school. Many students in the upper-elementary grades, however, struggle with sentence production skills—especially writers with a learning disability. This paper provides useful information for educators focusing on improving the quality of sentence-level writing skills for students with learning disabilities in Grades 3–5. Specifically, guidance is provided for using (a) assessment to inform sentence-level intervention and (b) a sequence of instructional practices for improving foundational sentence-level production skills.

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小学高年级高危写作者的句子写作干预
流利地写出各种语法正确的句子对跨体裁的整体写作质量至关重要。随着学生准备从小学阶段过渡到中学阶段,造句技能变得越来越重要。然而,许多小学高年级的学生,尤其是有学习障碍的作家,在造句技巧上存在困难。本文为教育工作者在提高3-5年级学习障碍学生的句子写作能力方面提供了有用的信息。具体来说,该指南提供了使用(a)评估来为句子水平的干预提供信息,以及(b)一系列提高基本句子水平制作技能的教学实践。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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