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Examining the Effectiveness of a Sentence Construction Intervention Combined with Self-Regulation Instruction Using a Regression Discontinuity Design

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dc.contributor.advisorAmanda M. Marcotte
dc.contributor.advisorJohn M. Hintze
dc.contributor.advisorCraig S. Wells
dc.contributor.advisorDavid H. Arnold
dc.contributor.authorFurey, William
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.date2023-09-23T17:08:38.000
dc.date.accessioned2024-04-26T16:19:59Z
dc.date.available2024-04-26T16:19:59Z
dc.date.submittedMay
dc.date.submitted2017
dc.description.abstractThe 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.
dc.description.degreeDoctor of Philosophy (PhD)
dc.description.departmentSchool Psychology
dc.identifier.doihttps://doi.org/10.7275/9712295.0
dc.identifier.orcidN/A
dc.identifier.urihttps://hdl.handle.net/20.500.14394/20271
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1951&context=dissertations_2&unstamped=1
dc.source.statuspublished
dc.subjectwriting instruction
dc.subjectsentence construction
dc.subjecttiered instructional framework
dc.subjectregression discontinuity
dc.subjectself-regulated strategy development
dc.subjectSchool Psychology
dc.subjectSpecial Education and Teaching
dc.titleExamining the Effectiveness of a Sentence Construction Intervention Combined with Self-Regulation Instruction Using a Regression Discontinuity Design
dc.typeopenaccess
dc.typearticle
dc.typedissertation
digcom.contributor.authorisAuthorOfPublication|email:wfurey@educ.umass.edu|institution:University of Massachusetts Amherst|Furey, William
digcom.identifierdissertations_2/997
digcom.identifier.contextkey9712295
digcom.identifier.submissionpathdissertations_2/997
dspace.entity.typePublication
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