Differentiated writing interventions for high-achieving urban African American elementary students.(Report): An article from: Journal of Advanced Academics
Book Details
PublisherPrufrock Press
ISBN / ASINB0034GLH36
ISBN-13978B0034GLH38
AvailabilityAvailable for download now
Sales Rank9,127,568
MarketplaceUnited States 🇺🇸
Description
This digital document is an article from Journal of Advanced Academics, published by Prufrock Press on January 1, 2009. The length of the article is 9601 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.
From the author: African American students are overrepresented in special education and underrepresented in gifted education. This is in large part due to students' poor performance in core academic areas such as reading, math, and writing. Differentiating instruction in early grades could assist in closing the writing performance gap between African American and majority students, with the intended outcome of increasing the likelihood of students achieving their academic potential. Research-based strategies that improve fluency and vocabulary--potentially improving writing quality--include students counting the total number of words they have written and self-monitoring their progress. We examined the effects of self-counting (which included viewing graphs of the word counts students had written) and student use of synonym lists (which provided alternative words for students to use in their writing) on the length and quality of writing of 5 high-achieving urban African American first graders whose instruction took place in a first/second-grade split classroom. All 5 students demonstrated improved writing outcomes. The results of this study support the use of differentiated interventions for high-achieving students in order to better increase the likelihood that they will achieve in written expression at a level commensurate with their abilities.
Citation Details
Title: Differentiated writing interventions for high-achieving urban African American elementary students.(Report)
Author: Jennifer L. Geisler
Publication:Journal of Advanced Academics (Magazine/Journal)
Date: January 1, 2009
Publisher: Prufrock Press
Volume: 20 Issue: 2 Page: 214(34)
Article Type: Report
Distributed by Gale, a part of Cengage Learning
From the author: African American students are overrepresented in special education and underrepresented in gifted education. This is in large part due to students' poor performance in core academic areas such as reading, math, and writing. Differentiating instruction in early grades could assist in closing the writing performance gap between African American and majority students, with the intended outcome of increasing the likelihood of students achieving their academic potential. Research-based strategies that improve fluency and vocabulary--potentially improving writing quality--include students counting the total number of words they have written and self-monitoring their progress. We examined the effects of self-counting (which included viewing graphs of the word counts students had written) and student use of synonym lists (which provided alternative words for students to use in their writing) on the length and quality of writing of 5 high-achieving urban African American first graders whose instruction took place in a first/second-grade split classroom. All 5 students demonstrated improved writing outcomes. The results of this study support the use of differentiated interventions for high-achieving students in order to better increase the likelihood that they will achieve in written expression at a level commensurate with their abilities.
Citation Details
Title: Differentiated writing interventions for high-achieving urban African American elementary students.(Report)
Author: Jennifer L. Geisler
Publication:Journal of Advanced Academics (Magazine/Journal)
Date: January 1, 2009
Publisher: Prufrock Press
Volume: 20 Issue: 2 Page: 214(34)
Article Type: Report
Distributed by Gale, a part of Cengage Learning
