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Author ORCID Identifier
Open Access Dissertation
Doctor of Philosophy (PhD)
Year Degree Awarded
Month Degree Awarded
Amanda M. Marcotte
John M. Hintze
Craig S. Wells
David H. Arnold
School Psychology | Special Education and Teaching
The Language and Writing strands of the Common Core State Standards place a heavy emphasis on sentence-level conventions including syntax/grammar and mechanics. Interventions targeting these foundational skills are necessary to support struggling writers as poorly developed sentence construction skills inhibit more complex writing tasks. This study examined the effects of a supplemental intervention on the writing skills of fourth grade students identified as struggling writers. The intervention used explicit instruction and the Self-Regulated Strategy Development (SRSD) framework to teach students a sentence construction strategy along with self-regulation procedures. A regression discontinuity design was used to test whether students included in the intervention group outperformed their predicted scores on assessments of writing conventions and story quality. Results indicate the intervention was successful for improving struggling writers' ability to use accepted orthographic and grammatical conventions during composition. The intervention was not effective for improving the broader domain of story quality.
Furey, William, "Examining the Effectiveness of a Sentence Construction Intervention Combined with Self-Regulation Instruction Using a Regression Discontinuity Design" (2017). Doctoral Dissertations. 997.