A Direct Instruction and Precision Teaching Intervention to Improve the Sentence Construction of Middle School Students With Writing Difficulties. (August 2017)

• Record Type: Journal Article
• Authors: Datchuk, Shawn M.
• Is Part Of: Journal of special education. Volume 51:Number 2(2017:Aug.)
• Page Start: 62
• Page End: 71
• Publication Date: 2017-08
• Subjects: writing difficulties -- sentence construction -- direct instruction -- precision teaching; Special education -- Periodicals; Children with disabilities -- Education -- Periodicals; 371.905
• DOI: 10.1177/0022466916665588
• Languages: English
• ISSNs: 0022-4669

Abstract

Being able to construct simple sentences is necessary for effective written expression. The present study investigated effects of a sentence construction intervention on small groups of middle school students with disabilities and writing difficulties. The intervention entailed sentence instruction and frequency building to a performance criterion, a type of timed practice emphasizing fluency. A single case design, multiple-baseline across small groups, was used. Three middle school teachers delivered intervention to three small groups of students (a total of 15 students). As a result of intervention, the average number of correct minus incorrect word sequences per small group gradually increased. Results are discussed in the context of the sentence construction literature and within a framework of direct instruction and precision teaching.