Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?

2021 ◽  
Author(s):  
Steve Graham ◽  
Karen R. Harris ◽  
Mary Adkins ◽  
April Camping
Keyword(s):  
At Risk ◽  
Fourth Grade ◽  
Students At Risk ◽  
Writing Difficulties ◽  
Fourth Grade Students ◽  
Story Writing

Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression: Introduction to the Special Series

2017 ◽  
Vol 51 (4) ◽  
pp. 315-319 ◽  
Author(s):  
David L. Coker ◽  
Young-Suk Grace Kim
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Written Expression ◽  
School Students ◽  
Students At Risk ◽  
Writing Difficulties ◽  
Special Series ◽  
Effective Interventions ◽  
Critical Issues

In this introduction to the special series “Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression,” we consider some of the contextual factors that have changed since a similar special issue was published in the Journal of Learning Disabilities in 2002. We also explore how the five articles included in this special series address the following important themes: early writing development, identification of students with writing difficulties, and effective interventions for struggling writers. In conclusion, we envision future directions to advance the field.

Quality of Explanation as an Indicator of Fraction Magnitude Understanding

2018 ◽  
Vol 52 (2) ◽  
pp. 181-191 ◽  
Author(s):  
Lindsay Foreman-Murray ◽  
Lynn S. Fuchs
Keyword(s):  
Learning Disabilities ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Moderate Correlation ◽  
Educational Progress ◽  
Students At Risk ◽  
National Assessment ◽  
Fourth Grade Students

Students’ explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 fourth-grade students at risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of students’ explanations of those comparisons, as well as the relation between those measures and scores on a criterion test: released fraction items from the National Assessment of Educational Progress. We also considered the extent to which reasoning and language contribute to the prediction. Results indicated a significant moderate correlation between accuracy and explanation quality. Commonality analyses indicated that explanation quality accounts for little variance in National Assessment of Educational Progress scores beyond what is accounted for by traditional measures of magnitude understanding. Implications for instruction and assessment are discussed.

scholarly journals Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth-Grade Students

2012 ◽  
Vol 78 (3) ◽  
pp. 318-334 ◽  
Author(s):  
Kristen D. Ritchey ◽  
Rebecca D. Silverman ◽  
Elizabeth A. Montanaro ◽  
Deborah L. Speece ◽  
Christopher Schatschneider
Keyword(s):  
At Risk ◽  
Reading Intervention ◽  
Fourth Grade ◽  
Tier 2 ◽  
Supplemental Reading ◽  
Fourth Grade Students

scholarly journals Peningkatan kemampuan menulis cerita dengan menggunakan metode picture and picture pada siswa kelas IV SDN 02 Kalirejo

2021 ◽  
Vol 1 (1) ◽  
pp. 47-52
Author(s):  
Fiqih Athaini
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Mastery Learning ◽  
Writing Skills ◽  
Fourth Grade ◽  
Research Subjects ◽  
Student Activity ◽  
Fourth Grade Students ◽  
Story Writing ◽  
The Subject

This study aims to improve the students' story writing skills and increase the activeness in writing stories for the fourth grade students of SDN 02 Kalirejo through the application of the picture and picture method. This research is a Classroom Action Research (CAR). This research was carried out in two cycles, each cycle consisting of planning, implementing actions, observing, and reflecting. The research subjects were the fourth grade students of SDN 02 Kalirejo Pekalongan, totaling 18 students. The results showed that using the picture and picture method could increase the students' activeness and ability to write stories from pre-cycle to cycle I and from cycle I to cycle II. The results showed that: 1) learning by using the picture and picture method on the subject of writing stories can increase student activity. This can be seen from the results of observations of the student learning process, namely, before the action of 45%, the second cycle of 65% and the second cycle of 80%. 2) Learning using the picture and picture method can improve students' story writing skills. The improvement of students' mastery learning outcomes in writing stories can be seen from the results of students' work, namely, before the action of 44.44%, the first cycle of 66.67%, and in the second cycle of 88.89%. 

scholarly journals Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students

2016 ◽  
Vol 50 (3) ◽  
pp. 337-352 ◽  
Author(s):  
Amelia S. Malone ◽  
Lynn S. Fuchs
Keyword(s):  
At Risk ◽  
Fourth Grade ◽  
Error Patterns ◽  
Fourth Grade Students

The boost club: A program for at-risk third- and fourth-grade students

1994 ◽  
Vol 19 (4) ◽  
pp. 227-231 ◽  
Author(s):  
Frank L. O'dell ◽  
Carl F. Rak ◽  
Joel P. Chermonte ◽  
Anne Hamlin
Keyword(s):  
At Risk ◽  
Fourth Grade ◽  
Fourth Grade Students

Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials

2016 ◽  
Vol 50 (6) ◽  
pp. 631-639 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Amelia S. Malone ◽  
Robin F. Schumacher ◽  
Jessica Namkung ◽  
Amber Wang
Keyword(s):  
Randomized Controlled Trials ◽  
Research Program ◽  
Fourth Grade ◽  
Lessons Learned ◽  
Controlled Trials ◽  
Students At Risk ◽  
Randomized Controlled ◽  
Instructional Focus ◽  
Mathematics Difficulties ◽  
Fourth Grade Students

In this article, the authors summarize results from 5 randomized controlled trials assessing the effects of intervention to improve the fraction performance of fourth-grade students at risk for difficulty in learning about fractions. The authors begin by explaining the importance of competence with fractions and why an instructional focus on fractions magnitude understanding may improve learning. They then describe an intervention that relies strongly on this type of understanding about fractions instruction, and they provide an overview of the intervention’s overall effects. This is followed by an overview of 5 intervention components for which the authors isolated effects. They conclude by discussing some of the lessons learned from this research program.

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