Examining the Relations Between Instructional-Level Data and Intervention Response in Early Writing

David C Parker, Matthew K Burns, Kristen L. McMaster, Stephanie Al Otaiba, Amanuel Medhanie

Research output: Contribution to journalArticlepeer-review


The current study determined growth patterns during an 8-week writing intervention and then examined the association between growth pattern and students’ initial skills as determined by instructional-level data. One hundred forty-seven first-grade students struggling with early literacy skills received a writing intervention at one of two tiers of support and completed progress assessments at regular intervals. Results indicated that students followed more than one type of growth pattern. A moderate correspondence was found between growth pattern and instructional-level data. Current results are contextualized within previous research. Implications for adapting writing interventions based on student data and theoretical models of writing development are discussed.

Original languageEnglish (US)
Pages (from-to)157-168
Number of pages12
JournalAssessment for Effective Intervention
Issue number3
StatePublished - Jun 1 2018

Bibliographical note

Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by a grant awarded to the first author by the Society for the Study of School Psychology.

Publisher Copyright:
© 2017, © Hammill Institute on Disabilities 2017.


  • early writing
  • instructional level
  • intervention


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