Steps for Success: Making Instructional Decisions for Students’ Essay Writing

Regan, Kelley; Evmenova, Anya S.; Hutchison, Amy; Day, Jamie; Stephens, M.D.; Verbiest, Courtney; Gafurov, Boris

doi:10.1177/00400599211001085

Cited by 6 publications

(5 citation statements)

References 27 publications

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“…In addition, the National Center on Intensive Instruction (NCII; https:// intensiveintervention.org) suggests that individualization for those students who require intensive instruction is a process that relies heavily on teachers collecting student data, analyzing the data based on decision rules, and making modifications to instruction, as needed. When employed in the classroom, frequent monitoring of students' writing progress with the use of the TBGO would allow for precise individualization (Regan et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents With Disabilities and Writing Difficulties

et al. 2021

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A multiple-probe design was used to investigate the planning and persuasive paragraph writing by three secondary students with disabilities and writing difficulties. The intervention consisted of one-on-one explicit instruction in persuasive writing and the use of a technology-based graphic organizer (TBGO) with embedded strategies and supports. Dependent variables included the number of sentences and overall holistic writing quality. The results were mixed. Two adolescents with the primary diagnosis of learning disabilities improved their writing performance when using the TBGO and remained above baseline levels when the TBGO was removed. One more participant diagnosed with autism demonstrated modest changes in the quantity and quality of his writing. Students reported positive perceptions of the TBGO indicating a socially valid intervention. Implications, limitations, and directions for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents With Disabilities and Writing Difficulties

et al. 2021

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“…After reading the available data, teachers can make better decisions about subsequent teaching strategies, tailoring lessons to meet the class's or individual students' specific needs. (Regan et al, 2022); d) The Scramword can be considered an exciting alternative in English language learning. It helps reduce the burden on teachers in managing student motivation.…”

Section: Support For Teachersmentioning

confidence: 99%

Enhancing English Vocabulary through Game-Based Learning: A Case Study of the Scramword Application

Palandi,

Pudyastuti,

Molewe

2024

ijitgeb

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English proficiency is an essential requirement for students in the current era of globalization. Consequently, developing innovative and effective learning methods is crucial. The primary objective of this study is to develop an educational game application called Scramword to enhance students' English vocabulary. This research focuses on creating digital learning media that supports improving English language skills by incorporating interactive elements through a word game. Scramword is designed to enrich students' learning experiences enjoyably and engagingly, motivating them to enhance their understanding of English vocabulary. The development of this application integrates existing digital learning theories with game technology to create a platform that is both educational and entertaining. Scramword allows students to learn English at their own pace, actively interact with the material through various difficulty levels and topics, and receive immediate feedback to monitor their progress, providing them with the confidence that they are on the right track. The results of this study are expected to provide new insights into the use of game-based learning media for teaching English. By utilizing Scramword, students can learn the language more effectively while remaining engaged and motivated to continue their learning journey. Additionally, this research aims to contribute to the language education literature by demonstrating creative and innovative integration of technology and pedagogy in language learning. Keywords: Scramword, Game-based Learning, English Vocabulary, Case Study, Digital Learning Received Date: April 16, 2024Revised Date: May 26, 2024Accepted Date: June 21, 2024

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“…Funded by an Office of Special Education Programs grant, the Writing Efficiently with Graphic Organizers -Responsive Instruction while Implementing Technology Effectively (WEGO-RIITE) team at a Mid-Atlantic university developed a free digital writing intervention to support students with and without disabilities (Evmenova et al, 2018(Evmenova et al, -2022. The intervention, a technology-based graphic organizer (TBGO) developed in collaboration with school district partners, teachers, and students, was heavily influenced by the evidence-based Self-Regulated Strategy Development (SRSD) model (see Gillespie & Graham, 2014), which is based on cognitive science and education psychology (see What Works Clearinghouse [WWC], 2017).…”

Section: Technology-based Graphic Organizer Plus (Tbgo+)mentioning

confidence: 99%

“…Regan et al. (2022) described the development of a teacher digital dashboard that is part of a technology‐based persuasive writing intervention. The dashboard facilitates teachers’ use of data‐driven decision‐making (DDDM) when assessing students’ persuasive paragraph writing.…”

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confidence: 99%

“…More recently, a digital dashboard was developed to support teachers' use of an analytic rubric to score persuasive writing and subsequently inform their writing instruction. Regan et al (2022) described the development of a teacher digital dashboard that is part of a technology-based persuasive writing intervention. The dashboard facilitates teachers' use of data-driven decision-making (DDDM) when assessing students' persuasive paragraph writing.…”

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The Feasibility of Using Virtual Professional Development to Support Teachers in Making Data–Based Decisions to Improve Students’ Writing

Regan¹,

Evmenova²,

Mergen³

et al. 2023

Learning Disabilities Research & Practice

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Rubrics can be used to give students targeted feedback on their writing and, therefore, teachers should be able to use them as a type of formative assessment to guide writing instruction. This article describes an exploratory study of how three teachers provided instruction for fourth, fifth, and seventh graders with learning disabilities and attention-deficit hyperactivity disorder in using a technology-based graphic organizer (TBGO) to compose persuasive essays. Given professional development inclusive of online modules, long-range plans, and virtually facilitated professional learning communities, the teachers used a digital dashboard to (a) monitor students' writing progress with a genre-specific analytic rubric, (b) target a specific instructional skill, and (c) document their instructional decision(s). The article illustrates how educators can effectively use genre-specific writing rubrics in practice to make data-driven decisions about student writing.When teachers provide students with quality feedback on their writing, research suggests that writing outcomes are positive (Graham et al., 2015). Forms of feedback include written comments on the product itself, verbal comments shared during conferences, and even audio comments (see FitzPatrick & McKeown, 2020). Rubrics are another example of formative feedback commonly used to guide students in their writing development. There are different types of rubrics or rating scales, but most are classified as either holistic or analytic (Weigle, 2002).A holistic rubric is used to provide students with an overall impression/score/grade, whereas analytic rubrics are used to evaluate each criterion as a separate entity. Although holistic rubrics are frequently used to score students' writing quality, they have drawbacks since they are not sensitive to small changes in student performance and do not provide targeted feedback (Graham et al., 2015). Analytic rubrics, on the other hand, identify the specific skills students are able to do well and those that need to be improved. A holistic score can be generated with an analytic rubric by looking at individually scored criteria as a collective whole. Indeed, writing researchers have reported using both holistic and an-Correspondence Requests for reprints should be sent to Kelley Regan, George Mason University. Electronic inquiries should be sent to kre-

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Steps for Success: Making Instructional Decisions for Students’ Essay Writing

Cited by 6 publications

References 27 publications

Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents With Disabilities and Writing Difficulties

Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents With Disabilities and Writing Difficulties

Enhancing English Vocabulary through Game-Based Learning: A Case Study of the Scramword Application

The Feasibility of Using Virtual Professional Development to Support Teachers in Making Data–Based Decisions to Improve Students’ Writing

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