The Effectiveness of an Explicit Instruction Writing Program for Second Graders

被引：0

作者：

Hough, Tameron ^{[1
]}

Hixson, Michael ^{[2
]}

Decker, Dawn ^{[2
]}

Bradley-Johnson, Sharon ^{[2
]}

机构：

[1] Ionia Intermediate Sch Dist, Ionia, MI 48846 USA

[2] Cent Michigan Univ, Dept Psychol, 101 Sloan Hall, Mt Pleasant, MI 48859 USA

来源：

JOURNAL OF BEHAVIORAL EDUCATION | 2012年 / 21卷 / 02期

关键词：

Writing process; Explicit instruction; Elementary students; Multiple-baseline design;

D O I：

10.1007/s10864-012-9146-0

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The National Assessment of Educational Progress found that only 25% of 4th, 8th, and 12th grade students were at grade-level writing proficiency (Greenwald et al. 1999). Insufficient writing skill is a major contributor to lack of school and college success. The current study evaluated a modification of Quick-write (Maloney 1998), a strategic writing program that explicitly teaches students how to brainstorm, plan, draft, and revise within brief time periods. Teachers who did not have knowledge of the study or the participants rated the overall number of story elements included in second-grade students' stories higher after the intervention. The rate of student writing did not improve. Results were maintained 4 weeks after the intervention.

引用

页码：163 / 174

页数：12

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