An ABAB single-case research design was used to examine the effects of an Integrated Model approach of writing instruction to improve the writing performance of four sixth-grade English language learners, with and without learning disabilities. The IM integrates strategy instruction, external dialogue, a procedural facilitator (rubric), modeling, and explicit teaching to teach writing. Social validity of the intervention was assessed on two levels, from both teacher and student perspectives. The results of the study indicate the intervention was effective for improving the overall quality of student writing samples. All students' writing demonstrated an improvement in sentence complexity, use of description, and total number of words written. Teachers and students found the IM to be a socially valid intervention. This study's findings show promising results for an Integrated Model approach to writing and developing English language learners into competent writers.As a result, the nature of expository writing makes this grade of writing difficult for students with learning disabilities and ELLs alike. In a study by Sexton, Harris, and Graham (1998), six 5th and 6th grade students with learning disabilities used TREE (note Topic sentence, note ... their writing improved, all six studentsa#39; post- instruction essays included a topic sentence, supporting reasons and a conclusion.
|Title||:||Improving the Writing Skills of Sixth Grade English Language Learners with and Without Learning Disabilities: An Integrated Model Approach|
|Author||:||Kimberly Anne Leavitt-Noble|
|Publisher||:||ProQuest - 2008|