University of Tennessee.
University of Connecticut.
J Deaf Stud Deaf Educ. 2020 Apr 5;25(2):224-238. doi: 10.1093/deafed/enz047.
This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students' written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the majority of skills analyzed, there were improvements in the mean level of performance with the implementation of SIWI, as well as more consistent responding and positive trends in the data. The study also revealed that teachers are in need of additional tools to aid the systematic identification and tracking of syntax skills in children's written language development, and to distinguish these from other writing skills such as conventions or handwriting.
本研究通过应用多基线探测单案例设计与嵌入式条件，探讨了策略性与互动性写作教学（SIWI）对六名学生书面语言技能的影响。这是教育科学研究所（IES）资助的一个更大项目的一部分，该项目专注于 SIWI 的开发和实施的可行性。对于分析的大多数技能而言，随着 SIWI 的实施，表现水平均有所提高，并且数据中也呈现出更一致的反应和积极趋势。研究还表明，教师需要额外的工具来帮助系统地识别和跟踪儿童书面语言发展中的语法技能，并将其与其他写作技能（如规范或书写）区分开来。
