Supplemental intervention improves writing of first-grade students: Single case experimental design evaluation

McKenna, Meaghan; Goldstein, Howard; Soto-Boykin, Xigrid; Cheng, Ke; Troia, Gary A.; Ferron, John M.

doi:10.1080/00220671.2021.1923450

Cited by 5 publications

(5 citation statements)

References 57 publications

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“…Goal setting was largely directed by teachers across all of the interventions, but students' autonomy in the process varied. As examples, in one intervention (McKenna et al, 2021), teachers set goals for students; in another (e.g., Jozwik & Douglas, 2017) teachers assisted students in setting goals or modeled goal setting. In some interventions, students were provided training or instruction about goal setting (e.g., guiding them toward a quantifiable goal that was then recorded on a personal sheet; Kim & Linan-Thompson, 2013) or were provided with tools to facilitate goal tracking at each intervention session (e.g., a “self-regulation checklist ... to establish goals of vocabulary learning, monitor learning through self-monitoring statements before and after the lesson, and reflect on goal attainment”; Solís et al, 2017, p. 108).…”

Section: Resultsmentioning

confidence: 99%

“…At least three of these (Gelzheiser et al, 2011; Hock et al, 2017; Jozwik & Douglas, 2017) involved the students setting their own goals, and a fourth (Kim & Linan-Thompson, 2013) involved students setting goals with prompts from their instructor. In three of the studies (Jozwik & Douglas, 2017; McKenna et al, 2021; Solís et al, 2017), the intervention involved students reflecting on their progress toward goals (e.g., in conference with their teacher, or by asking the evaluative question, “What do I need to do next?” in order to make plans for further progress).…”

Section: Resultsmentioning

confidence: 99%

Section: Goalsmentioning

confidence: 99%

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Attending to Motivation During Vocabulary Interventions for Students With or at Risk for Learning Disabilities

Louick

Emery

Muenks

et al. 2023

Topics in Language Disorders

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Evidence indicates that well-planned vocabulary interventions can be highly effective in helping students with language-based learning disabilities to develop the necessary vocabulary skills for literacy success. Although many researchers recognize the general importance of attending to psychological factors such as student motivation in developing successful interventions, the role that these factors play in vocabulary interventions designed specifically for students with learning disabilities has not yet been sufficiently considered. In this review, we synthesized the extant literature regarding when and how motivational components are addressed in vocabulary interventions for P-12 students with or at risk for learning disabilities. We found that successful vocabulary intervention programs for this student population most frequently address motivation through the constructs of goal setting and interest. Furthermore, operationalizing terms such as "motivation" (and related constructs) using theories established in the field of educational psychology may allow researchers to develop interventions that have positive, long-lasting impact by encouraging students with learning disabilities to persist at challenging tasks and by enabling them to more clearly see linkages between vocabulary learning and their personal and career goals.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Goalsmentioning

confidence: 99%

See 1 more Smart Citation

Attending to Motivation During Vocabulary Interventions for Students With or at Risk for Learning Disabilities

Louick

Emery

Muenks

et al. 2023

Topics in Language Disorders

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“…As noted in the introduction, a measure to identify specific strengths and weaknesses to assist with planning core instruction and tiered interventions is needed. The first author worked with elementary teachers to create the initial version of the rubric used during an intervention study (McKenna et al, 2021). Teachers identified the most important skills for assessing writing in kindergarten and first grade that matched the component skills in the Simple View of Writing.…”

Section: Study 1: Construction Of An Instrument Assessing Early Eleme...mentioning

confidence: 99%

“…Although a one-factor model resulted for each of the three writing genres, it still may be beneficial for teachers to provide explicit instruction on specific vocabulary associated with each genre of writing. However, there is overlap across many of the scoring elements no matter which genre is taught because as children learn to develop an organized and on-topic writing piece, they make improvements in other skills (e.g., grammar and vocabulary; McKenna et al, 2021).…”

Section: Internal Structure Validitymentioning

confidence: 99%

Development and Initial Validation of the Early Elementary Writing Rubric to Inform Instruction for Kindergarten and First-Grade Students

McKenna

Dedrick

Goldstein

2021

Assessment for Effective Intervention

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This article describes the development of the Early Elementary Writing Rubric ( EEWR), an analytic assessment designed to measure kindergarten and first-grade writing and inform educators’ instruction. Crocker and Algina’s (1986) approach to instrument development and validation was used as a guide to create and refine the writing measure. Study 1 describes the development of the 10-item measure (response scale ranges from 0 = Beginning of Kindergarten to 5 = End of First Grade). Educators participated in focus groups, expert panel review, cognitive interviews, and pretesting as part of the instrument development process. Study 2 evaluates measurement quality in terms of score reliability and validity. Data from writing samples produced by 634 students in kindergarten and first-grade classrooms were collected during pilot testing. An exploratory factor analysis was conducted to evaluate the psychometric properties of the EEWR. A one-factor model fit the data for all writing genres and all scoring elements were retained with loadings ranging from 0.49 to 0.92. Internal consistency reliability was high and ranged from .89 to .91. Interrater reliability between the researcher and participants varied from poor to good and means ranged from 52% to 72%. First-grade students received higher scores than kindergartners on all 10 scoring elements. The EEWR holds promise as an acceptable, useful, and psychometrically sound measure of early writing. Further iterative development is needed to fully investigate its ability to accurately identify the present level of student performance and to determine sensitivity to developmental and instruction gains.

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Overcoming the Research–Practice Gap: Key Considerations for Speech-Language Pathologists Related to Multitiered Systems of Support

Sylvan

2023

Perspect ASHA SIGs

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Purpose: This tutorial highlights the challenges and opportunities school-based speech-language pathologists (SLPs) face related to engagement with the multitiered systems of support (MTSS) framework in their public school work practices. It positions SLP involvement in MTSS as an area where a gap between research and practice exists and highlights key ways for SLPs to overcome barriers to support student success within this framework. Method: This tutorial provides a general description of the MTSS framework and highlights the immediate applicability of the framework to SLP school practices. Key considerations are offered for SLPs ready to take concrete steps related to implementing the MTSS framework. Hypothetical cases are used to illustrate how school-based SLPs can use these considerations to guide meaningful but realistic changes. Results: Ongoing concerns about the impact of the pandemic on student outcomes and growing awareness of systemic inequities in education are prompting SLPs to move beyond asking if they should be involved in MTSS to focusing on how they should be engaged with this framework. This tutorial provides five key considerations for SLPs to realistically deepen their engagement with MTSS and overcome the research–practice gap in this area. Conclusion: This tutorial provides a resource for SLPs to take concrete and immediate steps to support at-risk students through MTSS given the needs at this unique moment in time when concerns about learning loss and achievement gaps are front and center in public schools.

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Supplemental intervention improves writing of first-grade students: Single case experimental design evaluation

Cited by 5 publications

References 57 publications

Attending to Motivation During Vocabulary Interventions for Students With or at Risk for Learning Disabilities

Attending to Motivation During Vocabulary Interventions for Students With or at Risk for Learning Disabilities

Development and Initial Validation of the Early Elementary Writing Rubric to Inform Instruction for Kindergarten and First-Grade Students

Overcoming the Research–Practice Gap: Key Considerations for Speech-Language Pathologists Related to Multitiered Systems of Support

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