NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1207301
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1927-5250
Effects of the STOP and LIST Strategy on the Writing Performance of Struggling Fourth Graders
Grünke, Matthias; Nobel, Kerstin; Bracht, Janine
Journal of Education and Learning, v8 n2 p1-13 2019
This study tested the effectiveness of a writing planning strategy (STOP & LIST) with four struggling students from fourth grade. A multiple-baseline design (AB) was used with baselines consisting of between five and seven daily probes. The duration of the intervention was between five and seven 25-minute sessions. A randomization procedure was implemented within the constraint that the baseline had to comprise at least five measurements and the treatment had to comprise at least three. The data were analyzed using visual inspection, different effect sizes, randomization tests, and piecewise regression analyses. Results revealed distinct improvements in both the length and quality of stories that the participants produced from baseline to the end of the training. This indicates that the ability of young struggling writers to plan narratives can be fostered considerably through rather simple means. Implications for practice and future research are discussed.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany