Written Language Problems in Middle School Students: A Randomized Trial of the SRSD Approach Using a Tier 2 Intervention Model
Project Description:
The primary purpose of this project is to establish a stronger scientific foundation for educational practice within the writing domain by utilizing recent advances in cognitive science and neuroscience to examine the impact of the evidence-based Self-Director Strategy Development model on the developmental trajectories of written expression in children at-risk for writing problems. We are planning to examine 300 sixth grade students across the 3 middle schools of Orange County Schools. The sample will include 300 sixth graders at-risk for writing problems (WIAT-II Written Expression < 25th percentile) who will be randomized into treatment versus control conditions. We will employ the Self-Regulated Strategy Development model as our evidence-based writing treatment each year, while the at-risk control group will receive tutoring for their writing for a similar amount of time. All students will receive cognitive assessment of the graphomotor, language, and executive functions in the fall of the sixth grade, 24 30 minute intervention sessions in the spring (12 weeks x 2 sessions a week), and a nine month post-treatment follow-up in the spring of seventh grade. Outcome measures will include multiple formal and informal measures of writing. Key data analyses will include analysis of variance techniques to document change at baseline, treatment termination, and nine month follow-up time points.
Core Function(s):
Performing Research or Evaluation
Area of Emphasis
Education & Early Intervention
Target Audience:
Professionals and Para-Professionals, Children/Adolescents with Disabilities/SHCN
Unserved or Under-served Populations:
Other
Primary Target Audience Geographic Descriptor:
State, Regional
COVID-19 Related Data:
N/A
