Abstract
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 language | English (US) |
|---|---|
| Pages (from-to) | 157-168 |
| Number of pages | 12 |
| Journal | Assessment for Effective Intervention |
| Volume | 43 |
| Issue number | 3 |
| DOIs | |
| State | Published - 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.
Keywords
- early writing
- instructional level
- intervention
