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ERIC Number: EJ1312606
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0936-2835
EISSN: N/A
Available Date: N/A
Effects of a Text-Writing Fluency Intervention for Postsecondary Students with Intellectual and Developmental Disabilities
Rodgers, Derek B.; Datchuk, S. M.; Rila, A. L.
Exceptionality, v29 n4 p310-325 2021
Writing has implications for the academic, vocational, and social pursuits of students. Unfortunately, many students with disabilities -- including those with intellectual and developmental disabilities -- struggle with a foundational aspect of written expression: text writing within sentences and paragraphs. This study used a multiple-baseline across students' design to investigate the effects of a multicomponent intervention, explicit instruction with timed practice, on the fluent sentence text writing or sentence construction of four postsecondary students with intellectual and developmental disabilities. We tested effects on sentence text writing measures and application to paragraph text writing. Data were analyzed through visual analysis and Tau-U effect sizes. The results of the intervention suggest that the multicomponent intervention had mixed effects on the sentence text and paragraph text writing of students. How the study contributes to the broader writing literature is discussed and limitations are presented.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A