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

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 languageEnglish (US)
Pages (from-to)157-168
Number of pages12
JournalAssessment for Effective Intervention
Volume43
Issue number3
DOIs
StatePublished - Jun 1 2018

Keywords

  • early writing
  • instructional level
  • intervention

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