Abstract

The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11–13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence structure and handwriting, and (c) vocabulary and spelling allowed for analysis of the effects of the intervention. Treatment effects were evident from visual analysis, nonoverlap statistics, and multilevel modeling. Descriptive data collected on literacy measures administered before and after the intervention also indicated growth. Educator ratings of student writing and social validity surveys provide further evidence that improvements in student writing were apparent. Students also provided favorable input. These results indicate the malleability of writing behavior in at-risk first-grade students. Although preliminary findings are promising, iterative development would help improve this intervention and determine its efficacy with a broader sample of students.

摘要

对一年级写作的有限研究导致针对表现低于预期的学生制定和实施干预措施。十名学生参加了为期 11-13 周的写作干预。跨三个教学单元的多基线设计侧重于（a）段落结构，（b）句子结构和笔迹，以及（c）词汇和拼写允许分析干预的效果。从视觉分析、非重叠统计和多级建模中可以看出治疗效果。在干预前后收集的关于扫盲措施的描述性数据也表明了增长。教育工作者对学生写作的评分和社会效度调查进一步证明了学生写作的改善是显而易见的。学生也提供了有利的投入。这些结果表明有风险的一年级学生写作行为的可塑性。尽管初步发现是有希望的，但迭代开发将有助于改进这种干预措施，并在更广泛的学生样本中确定其有效性。