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Intensive Intervention Practice Guide: Explicit Instruction in Sentence-Combining for Struggling Writers
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Chandler, Brennan W.; Bourget, Jessica L.; Reno, Emily A. – Office of Special Education Programs, US Department of Education, 2021
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…
Descriptors: Intervention, Writing Instruction, Students with Disabilities, Evidence Based Practice
The Effect of Metalinguistic Sentence Combining on Eighth-Grade Students' Understanding and Written Expression of Comparison and Contrast in Science
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Telesca, Lynne; Ehren, Barbara J.; Hahs-Vaughn, Debbie L.; Zygouris-Coe, Vassiliki I.; Kong, Anthony Pak-Hin – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The purpose of this study was to examine whether sentence combining with an explicit metalinguistic approach in comparison to typical science instruction was effective in improving written expression and understanding of comparison/contrast in science for eighth-grade students who struggle with literacy. Method: Eighty-four eighth-grade…
Descriptors: Metalinguistics, Sentences, Transformational Generative Grammar, Middle School Students