Effects of the STOP and LIST Strategy on the Writing Performance of Struggling Fourth Graders

Autor/inn/en	Grünke, Matthias; Nobel, Kerstin; Bracht, Janine
Titel	Effects of the STOP and LIST Strategy on the Writing Performance of Struggling Fourth Graders
Quelle	In: Journal of Education and Learning, 8 (2019) 2, S.1-13 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Writing Instruction; Writing Strategies; Elementary School Students; Grade 4; Writing Difficulties; Foreign Countries; Process Approach (Writing); Germany + Suchen Sie Ihr Suchwort? Schreibunterricht; Schreibtechnik; School year 04; 4. Schuljahr; Schuljahr 04; Schreibstörung; Ausland; Prozessorientiertes Schreiben; Deutschland
Abstract	This study tested the effectiveness of a writing planning strategy (STOP & LIST) with four struggling students from fourth grade. A multiple-baseline design (AB) was used with baselines consisting of between five and seven daily probes. The duration of the intervention was between five and seven 25-minute sessions. A randomization procedure was implemented within the constraint that the baseline had to comprise at least five measurements and the treatment had to comprise at least three. The data were analyzed using visual inspection, different effect sizes, randomization tests, and piecewise regression analyses. Results revealed distinct improvements in both the length and quality of stories that the participants produced from baseline to the end of the training. This indicates that the ability of young struggling writers to plan narratives can be fostered considerably through rather simple means. Implications for practice and future research are discussed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01