1. First Grade Writing Instruction: An Intervention Study
Council for Exceptional Children
April 2017
Diane P. Bryant & Brian R. Bryant,
Megan Carroll, Jihyun Lee,
Maryam Nozari, Lisa Sigafoos, and Gavin Watts
The University of Texas at Austin
Megan

2. Advance Organizer
FOCUS - Translate research from Project Write: Observation Study to practice
Importance of writing readiness in early grades
Study details and findings
Relevance to learners and educators
Megan

3. Why is Writing Readiness Important in the Early Grades?
The What Works Clearinghouse Educator’s Practice Guide (2012) for Teaching Elementary School Students to be Effective Writers supports the need for students to develop strong foundational writing skills in the early grades.
Learning to write can be particularly challenging for students in high-needs settings; students with learning disabilities; those who have difficulty regulating their behavior when they become frustrated; or those who struggle with related skills (e.g., reading, spelling, or handwriting.
Writing is a valuable tool for communication, learning, and self-expression.
People who do not have adequate writing skills may face restricted opportunities for education and employment.
Megan

4. Research Question
What are the effects of a Tier II Writing Intervention on the correct word sequence as measured by a curriculum-based progress monitoring measure?
Megan

5. Project WRITE Intervention
Design: Single-subject multiple baseline design across groups and schools
Sample: 1st grade general education students in Round Rock Independent School District
Setting: Teachers (N = 2) delivered during Tier II writing instruction.
Delivery: Both teachers had two groups (i.e., 2-4 participants in each group) and delivered instruction two days a week for 30-minutes
Demographics: Data is forthcoming
Megan

6. Project WRITE Intervention
Story writing intervention
Using pictures as prompts to promote detailed story-writing skills
A guided practice approach that includes an “I do, we do, you do” model of teaching
Brainstorming and planning strategies
Attention to writing with correct capitalization, punctuation, and grammar
Megan

7. Model Lesson - Brainstorm
Have students say what they think the story is about based on the 3 pictures. Fill in the W’s (who, when, where, what).
Megan

8. Model Lesson - Brainstorm
Video Example
Megan

9. Model Lesson – My Turn
Model how to use a W word and a brainstorm idea to start the story.
Write 1 sentence on the first line to get started. Tell students to notice how you are making your letters for each word (i.e., using correct capitalization, punctuation, grammar, and spelling).
Talk about what a sentence is: complete thought with capitalization and punctuation. Give an example of another sentence.
Megan

10. Model Lesson – My Turn
Video Example
Megan

11. Model Lesson – Our Turn Have each student tell one sentence.
Remind students to use a W word and a brainstorm idea, as appropriate.
Write the sentences in a sequence for each picture using correct capitalization and punctuation.
Ensure that the sentences flow for a picture and connect to the next picture. Use the words “what happened next?” and “and then?” to help students with a sequence.
Megan

12. Expanded Lesson
Capitalization and Punctuation Skills
Megan

13. Expanded Lesson
Stretch Sentences (Adjectives)
Megan

14. Assessment and Progress Monitoring
Weekly Assessment
Special thanks to Dr. Lemke & Dr. McMaster
Gavin
(Lemke and McMaster)

15. Assessment and Progress Monitoring
Additional Example
Gavin
(Lemke and McMaster)

16. Results
Correct word sequence was the DV measured
Jihyun

17. Overall Findings
Overall, findings from the visual analyses are positive yet somewhat tempered.
Although the study included four groups across two schools, data for only three of the four groups demonstrated co-variation between change in baseline and intervention progress monitoring measures. 
Given that the majority of the students in this study were registered for free/reduced lunch and had serious writing difficulties, it is encouraging to see growth. 
Jihyun

18. Limitations
Even though this is a pilot study, several limitations should be considered:
Limited number of teachers/students
Limited number of interventions
Because of our small n, we were unable to verify the reliability for the participating students of the correct word sequence measure used in this study.
Not a good intervention for students very low in writing
Maryam

19. Relevance to Learners
Potential increase in writing outcomes for both story writing and capitalization, punctuation, and grammar
Increase in student engagement during Tier II writing instruction
Supports students in diverse settings as the students in these schools were:
Predominately economically disadvantaged
Limited English proficient
Identified as at-risk
Maryam

20. Relevance to Educators
Learn to incorporate effective instructional practices in writing for Tier II instruction
Acquire specific suggestions for improving writing instruction for students with writing difficulties
Improved writing outcomes for students with writing difficulties
Maryam

21. Thank You! Questions? Free Resources
Intervention Central:
K12 Reader:
Megan and Lisa