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Debra McKeown; Kay Wijekumar; Julie Owens; Karen Harris; Steve Graham; Puiwa Lei; Erin FitzPatrick – Grantee Submission, 2023
Writing is a critical skill for success in all areas of life, but it is one of the least taught skills in school. Teachers consistently report being unprepared to teach writing. In this study, set in a Southern U.S. boomtown, teachers received two days of practice-based professional development for a ten-week implementation of self-regulated…
Descriptors: Faculty Development, Evidence Based Practice, Writing Strategies, Self Management
Rachel Schechter; Rumeysa Yucel – Online Submission, 2024
The insufficient focus on developing writing instruction in education is a significant problem. Despite the crucial link between writing and reading skills and their impact on academic and life success, there is a notable lack of emphasis on writing in schools. Writing A-Z is a digital-first program that helps teachers establish a writing…
Descriptors: Writing Instruction, Teaching Methods, Writing Processes, Writing Assignments
Pennington, Robert; Flick, Allison; Smith-Wehr, Kendra – Focus on Autism and Other Developmental Disabilities, 2018
In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention…
Descriptors: Prompting, Teaching Methods, Moderate Intellectual Disability, Time
Fry, Jane; Carol, Klages; Venneman, Sandy – Reading Improvement, 2013
The aim of this study was to explore the efficacy of two written journal techniques used to encourage teacher candidates' inquiry-based reflection regarding course textbook content. Ninety-six participants were randomly assigned to one of the two experimental conditions, journaling with Questions, Quotes and Reflections (Double Q R) or…
Descriptors: Journal Writing, Inquiry, Reflection, Preservice Teachers
Hauth, Clara; Mastropieri, Margo; Scruggs, Tom; Regan, Kelley – Behavioral Disorders, 2013
Eight eighth-grade students identified as having emotional and/or behavioral disabilities participated in a multiple-baseline design study to assess the effects of teaching persuasive writing and applying writing in the civics content area. After baseline data were collected, two intervention phases were implemented. An instructional phase on…
Descriptors: Grade 8, Emotional Disturbances, Behavior Disorders, Persuasive Discourse
Leakan, Christe S. – ProQuest LLC, 2012
The purpose of this study was to investigate the impact of implementing the Self-Regulated Strategy Development (SRSD) model of instruction to teach students with special needs to use a planning strategy. Single-subject design was used. The three participants were elementary students from a small suburban school in southern New Jersey. The…
Descriptors: Disabilities, Empowerment, Teaching Methods, Writing Strategies
Hubner, Sandra; Nuckles, Matthias; Renkl, Alexander – Learning and Instruction, 2010
Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2 x 2 experimental design with high-school students (N = 70), we analysed the effects of two modes of instruction (namely, informed prompting and learning-journal example) along…
Descriptors: Research Design, Prompting, Learning Strategies, High School Students
Pennington, Robert C.; Ault, Melinda Jones; Schuster, John W.; Sanders, Ann – Assistive Technology Outcomes and Benefits, 2011
In the current study, the researchers evaluated the effects of simultaneous prompting and computer-assisted instruction on the story-writing responses of 3 males with autism, 7 to 10 ears of age. Classroom teachers conducted all probe and training sessions. The researchers used a multiple baseline across participants design to evaluate the…
Descriptors: Prompting, Training, Writing Skills, Teaching Methods
Fisher, Douglas; Frey, Nancy – Language and Literacy Spectrum, 2006
Student writing performance has not appreciably improved in the past decade. While there is evidence that teachers assign more writing than in the past, performance has not kept pace. Three urban schools that experienced significant improvements in students' writing achievement were studied. To glean ideas and examples, the authors observed…
Descriptors: Writing Improvement, Writing Achievement, Writing Assignments, Urban Schools
Mathena, Traci Johnson – American Educator, 2000
Middle school teacher describes a framework that gives inexperienced, anxious writers the confidence to write. The process, called doing prompts, stems from analyzing prompts or writing assignments that outline the topic for a piece of writing. The process involves analyzing the prompt being called for, completing a graphic organizer, composing…
Descriptors: Childrens Writing, Graphic Organizers, Middle School Students, Middle Schools
Li, Linda Y. – Journal of University Teaching and Learning Practice, 2007
Focused freewriting, broadly defined as writing without stopping and editing about a specific topic, has been viewed and used as a powerful tool for developing student writing in a wide spectrum of educational contexts. This study aimed to further explore the use of focused freewriting in the context of promoting students' academic skills…
Descriptors: Foreign Countries, College Freshmen, Freshman Composition, Academic Discourse