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An ABAB single-case research design was used to
examine the effects of an Integrated Model (IM)
approach to writing instruction to improve the
writing performance of four sixth-grade English
Language Learners with and without Learning
Disabilities. The IM integrates strategy instruction,
external dialogue, a procedural facilitator (rubric),
modeling, and explicit teaching to teach writing.
Social validity of the intervention was assessed on
two levels, from both teacher and student
perspectives. The results of the study indicate the
intervention was effective for improving the overall
quality of student writing samples. All students''
writing demonstrated an improvement in sentence
complexity, use of description, and total number of
words written. The classroom teacher and students
found the IM to be a socially valid intervention.
This study''s findings show promising results for an
Integrated Model approach to writing and developing
the writing skills of culturally diverse exceptional
students.
examine the effects of an Integrated Model (IM)
approach to writing instruction to improve the
writing performance of four sixth-grade English
Language Learners with and without Learning
Disabilities. The IM integrates strategy instruction,
external dialogue, a procedural facilitator (rubric),
modeling, and explicit teaching to teach writing.
Social validity of the intervention was assessed on
two levels, from both teacher and student
perspectives. The results of the study indicate the
intervention was effective for improving the overall
quality of student writing samples. All students''
writing demonstrated an improvement in sentence
complexity, use of description, and total number of
words written. The classroom teacher and students
found the IM to be a socially valid intervention.
This study''s findings show promising results for an
Integrated Model approach to writing and developing
the writing skills of culturally diverse exceptional
students.