Abstract
The purpose of this experiment was to determine the effects of a simultaneous prompting procedure on the writing performance of three upper-elementary-level students diagnosed with learning disabilities (LD). Interventionists gave task directions followed by model prompts with a 0-s time delay to teach students composition. Non-targeted information related to the writing process was embedded in the form of progress monitoring. A multiple-baseline design across participants (AB) was used to assess the effectiveness of the intervention. Results indicate that the simultaneous prompting procedure positively affected the overall quality of writing of students with LD. Implications for practice and future research are discussed.
Highlights
When considering the importance of being able to compose texts, one might be inclined to think that this skill is most relevant for people who are pursuing a career in a literary field, such as academia or journalism
The ability to compose texts is a crucial skill for success in school, and students who struggle to think on paper are at a clear disadvantage (Gillespie & Graham, 2014; Graham et al, 2017)
According to intellectual assessment based on the German version of the Wechsler Intelligence Scale for Children (Petermann, 2017), all students fell into that category
Summary
When considering the importance of being able to compose texts, one might be inclined to think that this skill is most relevant for people who are pursuing a career in a literary field, such as academia or journalism. The ability to compose texts is a crucial skill for success in school, and students who struggle to think on paper are at a clear disadvantage (Gillespie & Graham, 2014; Graham et al, 2017). Writing remains relevant when entering higher education or the job market (Graham & Harris, 2011). It is important in everyday social contexts. Proficiency in writing-related activities has become critical for active participation in society
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