Improving Writing: Focus on Elementary-School African American Male Students With a Learning Disability
DOI:
https://doi.org/10.28987/ijrld.4.1.59Keywords:
writing, elementary, learning disability, African AmericanAbstract
This study examined the effectiveness of a writing intervention with three African Ameri- can male third graders with a learning disability in reading and low writing skills. The par- ticipants were instructed in planning, organizing, writing, editing, and revising, supported by dictation and transcription of students’ thoughts with the Dragon Dictation app. Mul- tiple-baseline data across participants were collected on the following curriculum-based measures: total words written, words spelled correctly, and correct word sequence. Visual data analysis, the percentage of nonoverlapping data, and the post-intervention data indi- cate large gains on the curriculum-based measures across participants.
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