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The effectiveness of the Reasoning and Writing program with participants with specific learning disabilities

Roberts, C.
Abstract:
This study examines the effect of seven months of instruction with the Reasoning and Writing program on the writing skills of eight elementary students with learning disabilities in the area of written expression. The Test of Written Language (TOWL) was administered for pre- and posttest measures. Results from the TOWL indicate that students demonstrated significant gains between pre- and posttest measures. Results from the Story Construction subtest indicate that all students gained more than seven months in grade equivalency. The majority of students gained more than seven months of grade equivalency on the Style, Contextual Conventions, and Contextual Language subtests. Following the intervention, only two of the students qualified for services for students with learning disabilities in the area of written expression. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1997
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reasoning and Writing; students with learning disabilities; Test of written Language; Story Construction; Contextual Conventions; Contextual Language
Source:
Unpublished doctoral dissertation. Georgia State University
Design type:
Pretest posttest gain scores
Fidelity monitored:
Yes
Students included:
Elementary students, students with learning disabilities
Location/Setting:
Elementary school
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