Data from a small randomized control trial of teachers’ use of Data-Based Instruction (DBI) for early writing were analyzed to determine the influence of teacher knowledge, skills, and treatment fidelity on student Curriculum-Based Measurement (CBM) slope. Participants included 11 elementary grade teachers who delivered intensive intervention in early writing and their students (n = 31), all identified as either at risk for or with disabilities that affect their writing. Teachers received professional development and ongoing coaching to support the implementation of DBI for improving their students’ early writing skills. Results from a multiple regression analysis suggest that teacher knowledge and skills in DBI was strongly related to student CBM slope in early writing (p < .01) and a small but significant relation between fidelity of writing instruction and student CBM slope (p < .01). Implications for instructional coaching and improving student writing progress are discussed.

中文翻译：

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探究早期写作中教师因素与学生成长的关系

分析了一项关于教师使用基于数据的教学 (DBI) 进行早期写作的小型随机对照试验的数据，以确定教师知识、技能和治疗保真度对学生基于课程的测量 (CBM) 斜率的影响。参与者包括 11 名对早期写作进行强化干预的小学教师和他们的学生 (n = 31)，他们都被确定为有影响他们写作的风险或残疾。教师接受了专业发展和持续指导，以支持 DBI 的实施，以提高学生的早期写作技能。多元回归分析的结果表明，教师在 DBI 中的知识和技能与学生早期写作的 CBM 斜率密切相关（p < . 01) 以及写作教学的保真度和学生 CBM 斜率之间的小而显着的关系 (p < .01)。讨论了对教学指导和提高学生写作进度的影响。