Using a Simultaneous Prompting Procedure to Improve the Quality of the Writing of Three Students with Learning Disabilities

Autor/inn/en	Nobel, Kerstin; Barwasser, Anne; Grünke, Matthias; Asaro-Saddler, Kristie; Saddler, Bruce
Titel	Using a Simultaneous Prompting Procedure to Improve the Quality of the Writing of Three Students with Learning Disabilities
Quelle	In: International Education Studies, 14 (2021) 11, S.81-93 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Prompting; Writing Improvement; Writing Instruction; Instructional Effectiveness; Progress Monitoring; Writing Processes; Students with Disabilities; Learning Disabilities; Elementary School Students; Grade 4; Preadolescents; Special Schools; Suburban Schools; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Benutzerführung; Schreibunterricht; Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; School year 04; 4. Schuljahr; Schuljahr 04; Pre-adolescence; Präadoleszenz; Special school; Sonderschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Ausland; Deutschland
Abstract	The purpose of this experiment was to determine the effects of a simultaneous prompting procedure on the writing performance of three upper-elementary-level students diagnosed with learning disabilities (LD). Interventionists gave task directions followed by model prompts with a 0-s time delay to teach students composition. Non-targeted information related to the writing process was embedded in the form of progress monitoring. A multiple-baseline design across participants (AB) was used to assess the effectiveness of the intervention. Results indicate that the simultaneous prompting procedure positively affected the overall quality of writing of students with LD. Implications for practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01