Improving the Length and Quality of Texts Written by Fourth Graders with Learning Disabilities through a Peer-Tutoring Graphic Organizing Strategy

Autor/inn/en	Grünke, Matthias; Wilbert, Jürgen; Tsiriotakis, Ioanna K.; Agirregoikoa, Ainhize Lopez
Titel	Improving the Length and Quality of Texts Written by Fourth Graders with Learning Disabilities through a Peer-Tutoring Graphic Organizing Strategy
Quelle	In: Insights into Learning Disabilities, 14 (2017) 2, S.167-188 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Learning Disabilities; Instructional Materials; Tutoring; Peer Teaching; Writing (Composition); Assistive Technology; Teaching Methods; Grade 4; Writing Improvement; Intervention; Writing Skills; Regression (Statistics); Writing Achievement; Educational Quality; Foreign Countries; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Förderkonzept; Nachhilfeunterricht; Peer group teaching; Peer Group Teaching; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Writing skill; Schreibfertigkeit; Regression; Regressionsanalyse; Quality of education; Bildungsqualität; Ausland; Statistische Analyse; Deutschland
Abstract	A large number of students struggle with composition writing. This is alarming since problems in this area reduce the chances of succeeding in school and life in general. Children and youth with learning disabilities (LD) are especially at risk of not acquiring the skills necessary to produce texts of an acceptable length and quality. Specifically, they have difficulty planning for writing. Of the broad arsenal of instructional strategies available, graphic organizers seem to be a particularly promising tool for helping students with LD prepare to compose texts of an acceptable quality. The present study evaluated the effectiveness of a procedure whereby the use of a graphic organizer (a story map) is taught to three fourth graders with LD by three non-labeled classmates to increase the length and the quality of their text products. After only four to seven lessons, the struggling students showed stark increases in their performance. All measures of the benefits of the intervention (visual analysis, effect size measures, randomization test, and piecewise regressions) indicated that the treatment met its aim. Implications and recommendations for practice are provided. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01