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- College of Education and Human Sciences: Dissertations, Theses, and Student Research (3)
- The Nebraska Educator: A Student-Led Journal (2)
- Department of Special Education and Communication Disorders: Faculty Publications (1)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (1)
Articles 1 - 7 of 7
Full-Text Articles in Education
The Effects Of Self-Regulated Strategy Development On Students With Emotional/Behavioral Disorders: A Literature Review, Danika Lang
The Nebraska Educator: A Student-Led Journal
Students identified with or at risk for emotional/behavioral disorders (EBD) face a number of challenges, both academic and behavioral (Trout et al., 2003). Individuals in this disability category especially struggle due to their challenges with self-regulation skills. These difficulties make it strenuous for students with EBD to regulate their thoughts, feelings, actions, and environments that may serve as distractions when attempting to attend to key learning tasks, including written expression. Self-regulated strategy development (SRSD) is a general framework of intervention designed to guide students through the complex process of writing while embedding necessary strategy instruction in self-monitoring, self-instruction, goal setting, …
Examining The Effects Of The Write Sounds Intervention With First Grade Students, Brittany Wambold
Examining The Effects Of The Write Sounds Intervention With First Grade Students, Brittany Wambold
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Students who have difficulty with reading and writing are at risk to continue having difficulty throughout their schooling. Lack of time and resources may be a contributing factor for students not receiving additional instruction for both skills. However, there is evidence that balanced reading and writing programs can be effective. The purpose of this study was to examine the effectiveness of the Write Sounds intervention for students who had deficits in reading and writing. This study was a multiple baseline across participants design with three first-grade students who showed difficulty with reading, spelling, and phonemic awareness. Students received 40 minutes …
Empower: An Adaptable Writing Intervention, Carly Dinnes
Empower: An Adaptable Writing Intervention, Carly Dinnes
The Nebraska Educator: A Student-Led Journal
EmPOWER is a six-stage writing intervention designed by speech-language pathologists to improve the expository writings of school-aged children with language learning and executive function disabilities. The intervention uses scaffolded instruction to transform struggling students into independent and self-regulating writers by training the students to use a variety of supports (e.g., graphic organizers, checklists) and strategies (e.g., referring back to the writing prompt) throughout the writing process. Many key features of the EmPOWER approach to writing instruction directly support components described in cognitive models of writing, which indicates that EmPOWER is a theory-guided writing intervention that may benefit a wide range …
Enhancing Self-Monitoring With Differential Negative Reinforcement Of Alternative Behavior For Increasing Students’ Writing Production, Meghann Torchia
Enhancing Self-Monitoring With Differential Negative Reinforcement Of Alternative Behavior For Increasing Students’ Writing Production, Meghann Torchia
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Writing is a difficult task for many students who find it aversive, and who attempt to escape the task. Self-monitoring and differential negative reinforcement of alternative behavior (DNRA) are two approaches that have been shown to improve quantity of performance, but no studies were found that combined the two methods to determine whether they are more effective in combination than in isolation. The purpose of the present study was to evaluate the effectiveness of using DNRA to enhance self-monitoring for increasing writing productivity using a multiple probe, across participants, design. Number of words and number of sentences were measured. For …
A Sentence Construction Intervention For Elementary-Aged Spanish-Speaking Language-Minority Students With Writing Difficulties, Tim Andress
College of Education and Human Sciences: Dissertations, Theses, and Student Research
The present replication study used a multiple probe across participant single-case experimental design to measure the effect of a sentence construction intervention on Spanish-speaking language-minority students with writing difficulties. Participants were two males and one female, aged eight to ten. Dependent variables tracked were frequency of correct word sequences, incorrect word sequences, complete sentences, and incomplete sentences written in one-minute sentence construction probes. A pre-and post-test five-minute paragraph probe served as a secondary measure to determine whether sentence-level instruction improved paragraph-level writing. Results were an increase in frequency of correct word sequence and complete sentences for all participants, as well …
Perceptions Of Eighth Grade State Writing Assessment At A Nationally Recognized Middle School, Jillian M. Quandt
Perceptions Of Eighth Grade State Writing Assessment At A Nationally Recognized Middle School, Jillian M. Quandt
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This study seeks to understand how one at-risk middle school in Nebraska is consistently beating eighth grade Nebraska State Writing Assessment (NESA-W) averages. The school has significant populations of Hispanic, special education, and low-income students. The study answers the following two research questions. What strategies does the at-risk school utilize to enable its students to exceed the Nebraska average on the NESA-W? What attitudes do the school’s writing teachers, administrators, students, and their parents hold about the NESA-W? Students and their parents answered a multiple-choice survey; teachers and administrators answered a longer, open-ended survey. The researcher used a combination of …
Assessing The Writing Achievement Of Young Struggling Writers: Application Of Generalizability Theory, Steve Graham, Michael Hebert, Michael Paige Sandbank, Karen R. Harris
Assessing The Writing Achievement Of Young Struggling Writers: Application Of Generalizability Theory, Steve Graham, Michael Hebert, Michael Paige Sandbank, Karen R. Harris
Department of Special Education and Communication Disorders: Faculty Publications
This study examined the number of writing samples needed to obtain a reliable estimate of young struggling writers’ capabilities. It further assessed if performance in one genre was reflective of performance in other genres for these children. Second- and third-grade students (81 boys, 56 girls), who were identified as struggling writers in need of special assistance by their teacher and scored at the 25th percentile or lower on a norm-referenced story-writing test, wrote four compositions: a story, personal narrative, opinion essay, and informative text. Applying generalizability theory (G-theory), students’ scores on three writing measures (total number of words [TNW], vocabulary …