Effects of early writing intervention delivered within a data-based instruction framework

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Abstract

We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing intervention within a DBI framework for 30 min, 3 times per week, for 12 weeks. Control students received business-as-usual writing instruction. We measured writing performance using curriculum-based measures (CBM) and Woodcock Johnson III Tests of Achievement (WJ III). We found significant treatment effects on CBM outcomes (Hedges g = 0.74 to 1.36). We also found a significant interaction between special education status and condition on the WJ III favoring treatment students with disabilities (Hedges g = 0.45 to 0.70). Findings provide preliminary support for using a combination of research-based intervention and DBI with students with intensive writing needs.

Original languageEnglish (US)
Pages (from-to)281-297
Number of pages17
JournalExceptional children
Volume83
Issue number3
DOIs
StatePublished - Jan 1 2017

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