2026-09-21T17:42:08Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/124359 2024-09-16 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Ray, Amber B Ray, Amber B Datchuk, Shawn McCarthey, Sarah Ostrosky, Michaelene 2024-05 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms The student, Kate Connor, accepted the attached license on 2024-04-22 at 12:03. The student, Kate Connor, submitted this Dissertation for approval on 2024-04-22 at 12:20. This Dissertation was approved for publication on 2024-04-22 at 16:22. DSpace SAF Submission Ingestion Package generated from Vireo submission #20536 on 2024-09-16 at 00:35:44 Sentence construction instruction: A SRSD and picture prompt writing intervention for second graders Connor, Kate E. 2024-04-22 Srsd Picture Prompts Second Grade Sentence Writing 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. Text eng https://hdl.handle.net/2142/124359 Copyright 2024 Kate Connor Ph.D. Dissertation Special Education University of Illinois at Urbana-Champaign Special Education