ABSTRACT We examined the effects of transcription instruction for students in 1st grade. We selected students in the lowest 70% of the participating schools for the study. We randomly assigned these 81 students to (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention. Interventionists provided intervention in small groups of 4 students, 25 min a day, 4 days a week for 8 weeks. Students in the spelling condition outperformed the control group on spelling measures, with moderate effect sizes noted for curriculum-based writing measures (e.g., correct word sequences; gs = 0.34–0.68). Students in the handwriting condition outperformed the control group on correct word sequences, with small to moderate effects on other handwriting and writing measures (gs = 0.31–0.71). Students in the combined condition outperformed the control group on correct word sequences, with a small effect on total words written (gs = 0.39–0.84).

中文翻译：

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转录写作干预对一年级学生的影响

摘要 我们研究了转录教学对一年级学生的影响。我们选择了参与学校中排名最低的 70% 的学生进行研究。我们将这 81 名学生随机分配到 (a) 拼写指导，(b) 手写指导，(c) 拼写和手写指导，或 (d) 不干预。干预者对 4 名学生的小组进行干预，每天 25 分钟，每周 4 天，持续 8 周。拼写条件下的学生在拼写测量方面的表现优于对照组，基于课程的写作测量（例如，正确的单词序列；gs = 0.34–0.68）具有中等影响大小。手写条件下的学生在正确的单词序列上的表现优于对照组，对其他手写和书写测量的影响较小（gs = 0.31–0.71）。