Sentence construction instruction: A SRSD and picture prompt writing intervention for second graders

Connor, Kate E.

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https://hdl.handle.net/2142/124359 Copy

Description

Title

Sentence construction instruction: A SRSD and picture prompt writing intervention for second graders

Author(s)

Connor, Kate E.

Issue Date

2024-04-22

Director of Research (if dissertation) or Advisor (if thesis)

Ray, Amber B

Doctoral Committee Chair(s)

Ray, Amber B

Committee Member(s)

• Datchuk, Shawn
• McCarthey, Sarah
• Ostrosky, Michaelene

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Srsd
• Picture Prompts
• Second Grade
• Sentence Writing

Language

eng

Abstract

This study investigated effects of a sentence construction intervention incorporating two research-back practices: self-regulated strategy development (SRSD) and picture prompts with two-three key words. This pilot study was an explanatory sequential mixed methods design that utilized a randomized control trial with half of the students receiving the intervention and the other half receiving business-as-usual instruction. Pre and post assessments were administered to 20 second graders referred by their teacher. The intervention was delivered to 10 students. Lessons followed the SRSD instructional stages of developing background knowledge, discuss the strategy, model the strategy, memorize the strategy, support the strategy, and independent performance. Pre- and post-assessments were compared to determine if students made gains in their sentence composition skills after the intervention. Assessments were hand-scored by two scorers for inter-rater reliability. Students who received the intervention participated in social validity surveys and one-on-one interviews. Family members of the students in the treatment group were also invited to respond to a social validity family survey. Qualitative data from the survey and interviews were coded by two coders using a priori codes. Data from both phases of the study were mixed. Quantitative and qualitative data were presented in a joint display.

Graduation Semester

2024-05

Type of Resource

Text

Handle URL

https://hdl.handle.net/2142/124359

Copyright and License Information

Copyright 2024 Kate Connor

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