The Effects of Instruction Using High-Probability Request Sequences on Words Writing Performance and Achievement of Elementary Students with Disabilities

2011 ◽  
Vol 10 (2) ◽  
pp. 25
Author(s):  
Hyo Sun Lee ◽  
So hyun Lee
Keyword(s):  
Elementary Students ◽  
Students With Disabilities ◽  
High Probability ◽  
Writing Performance

What is Published in the Field of Special Education? An Analysis of 11 Prominent Journals

2009 ◽  
Vol 76 (1) ◽  
pp. 95-109 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Sheri Berkeley ◽  
Kimberly A. McDuffie ◽  
Heidi Graff ◽  
Lisa Marshak ◽  
...  
Keyword(s):  
Special Education ◽  
Elementary Students ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Reading Intervention ◽  
Academic Intervention ◽  
Intervention Research ◽  
Social Intervention ◽  
Research Articles ◽  
Research Practice

This journal analysis identifies types of articles published in 11 highly visible journals relevant to special education from 1988 through 2006 paying particular attention to intervention research. It was concluded that (a) research articles represent the largest category of articles published across all journals, (b) the proportion of intervention research studies published (15.9%) is disappointingly small, (c) academic intervention research is conducted more frequently than social intervention research, (d) reading intervention research represents the largest area of academic intervention research, and (e) intervention research employing preschool and elementary students with disabilities is published more frequently than research with middle and secondary students. Findings are discussed with respect to implications for research, practice, and policy in special education.

Spelling on the Fly: Investigating a Pentop Computer to Improve the Spelling Skills of Three Elementary Students with Disabilities

2013 ◽  
Vol 25 (3) ◽  
pp. 166-175 ◽  
Author(s):  
Teresa Taber Doughty ◽  
Emily C. Bouck ◽  
Laura Bassette ◽  
Kathryn Szwed ◽  
Sara Flanagan
Keyword(s):  
Elementary Students ◽  
Students With Disabilities

scholarly journals The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction

2015 ◽  
Vol 20 (4) ◽  
pp. 385-398 ◽  
Author(s):  
Kimberly A. Wolbers ◽  
Hannah M. Dostal ◽  
Steve Graham ◽  
David Cihak ◽  
Jennifer R. Kilpatrick ◽  
...  
Keyword(s):  
Elementary Students ◽  
Writing Instruction ◽  
Interactive Writing ◽  
Writing Performance

Self-Determination in Elementary Students: A Conversation With Dr. Michael L. Wehmeyer

2021 ◽  
pp. 105345122110329
Author(s):  
Todd F. Haydon ◽  
Angelica Masthay-Bermudez
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Elementary Students ◽  
Students With Disabilities ◽  
Doctoral Students ◽  
Goal Setting ◽  
State System ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
Federally Funded

Dr. Michael L. Wehmeyer has been recognized nationally and internationally for his research on intellectual and developmental disabilities and is well known as a leader on the concept of self-determination. His career has spanned experiences from the state system to higher education. He has been the recipient of several federally funded grants to support his research and to prepare doctoral students for leadership activities. He shared his reflections with Intervention in which he describes the benefit of teaching students with disabilities goal setting and the pursuit of those goals for a meaningful and purposeful life.

Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing

2017 ◽  
Vol 88 (2) ◽  
pp. 243-284 ◽  
Author(s):  
Steve Graham ◽  
Xinghua Liu ◽  
Brendan Bartlett ◽  
Clarence Ng ◽  
Karen R. Harris ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Reading Instruction ◽  
Writing Instruction ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Teaching Reading ◽  
Writing Quality ◽  
Writing Performance ◽  
The Impact

This meta-analysis examined if students’ writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students’ interaction with words or text was increased through reading or observing others read. Studies included in this review involved true- or quasi-experiments (with pretests) written in English that tested the impact of a reading intervention on the writing performance of students in preschool to Grade 12. Studies were not included if the control condition was a writing intervention, treatment students received writing instruction as part of the reading intervention (unless control students received equivalent writing instruction), control students received a reading intervention (unless treatment students received more reading instruction than controls), study attrition exceeded 20%, less than 10 students were included in any experimental condition, and students attended a special school for students with disabilities. As predicted, teaching reading strengthened writing, resulting in statistically significant effects for an overall measure of writing (effect size [ES] = 0.57) and specific measures of writing quality (ES = 0.63), words written (ES = 0.37), or spelling (ES = 0.56). The impact of teaching reading on writing was maintained over time (ES = 0.37). Having students read text or observe others interact with text also enhanced writing performance, producing a statistically significant impact on an overall measure of writing (ES = 0.35) and specific measures of writing quality (ES = 0.44) or spelling (ES = 0.28). These findings provide support that reading interventions can enhance students’ writing performance.

Using Multiple Modes of Transcription to Improve the Sentence Typing of Elementary Students With Disabilities

2019 ◽  
Vol 34 (4) ◽  
pp. 226-238
Author(s):  
Shawn M. Datchuk ◽  
Sydra Smith ◽  
Lanqi Wang
Keyword(s):  
Elementary Students ◽  
Students With Disabilities ◽  
Gradual Increase ◽  
Writing Development ◽  
Written Expression ◽  
Writing Intervention ◽  
Simple Sentence ◽  
Writing Interventions ◽  
Sentence Construction ◽  
High Incidence

Elementary students are expected to engage in written expression that is handwritten and typed. One critical skill of written expression is sentence construction: the composition of multiple words that follow rules of semantics and syntax. Unfortunately, many students with disabilities struggle to successfully handwrite or type complete sentences. In the present study, we investigated effects of a supplemental writing intervention that taught simple sentence handwriting and typing. Participants included three elementary students with high-incidence, academically related disabilities. Overall results were mixed with all students showing a gradual increase in sentence typing accuracy and speed as measured by writing sequences on 3-min sentence construction probes. Findings are discussed within the context of multimodal writing development and fluency-based writing interventions.

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