R. Alex Smith, Abigail A. Allen, Kristin L. Panos, Stephen Ciullo
{"title":"小学高年级高危写作者的句子写作干预","authors":"R. Alex Smith, Abigail A. Allen, Kristin L. Panos, Stephen Ciullo","doi":"10.1111/ldrp.12266","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 4","pages":"367-379"},"PeriodicalIF":1.9000,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Sentence Writing Intervention for At-Risk Writers in Upper Elementary Grades\",\"authors\":\"R. Alex Smith, Abigail A. Allen, Kristin L. Panos, Stephen Ciullo\",\"doi\":\"10.1111/ldrp.12266\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":47426,\"journal\":{\"name\":\"Learning Disabilities Research & Practice\",\"volume\":\"36 4\",\"pages\":\"367-379\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2021-09-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning Disabilities Research & Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12266\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Disabilities Research & Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12266","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Sentence Writing Intervention for At-Risk Writers in Upper Elementary Grades
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.