Acceptable writing skills are indispensable; however, many students with learning disabilities do not learn to write effectively. The purpose of the study was to determine if instruction that combines grammar and free writing increases the motivation level for writing in dysgraphic fourth grade students. This study employed mixed methods with priority given to the qualitative component. Fourth grade students with a diagnosed disability in written expression were divided into two randomly assigned intervention groups. Group A received a combination of grammar instruction and free writing. Group B was encouraged to free write. An attitudinal survey was analyzed quantitatively. After the data were coded and compressed, themes and conclusions emerged. The data analysis was initiated by examining the questions developed prior to the interview and by using questions guided by the coding process. Open coding, axial coding, and selective coding allowed for the interpretation of the results of the interviews and field notes. Quantitative findings were compared to the qualitative data to support or challenge the results. Qualitative findings offered a more complete description of the phenomena and a more layered context than could be offered by the quantitative alone. The results did not support the hypothesis that there is a significant difference with dysgraphic students and their motivation to write after receiving instruction in grammar and the writing process. The results of this study provide educators with techniques to enable their students to improve communication skills, succeed in academic endeavors, and become productive members of the community.When the students have mastered basic sentence and paragraph development, essay writing is introduced. ... Once the three basic sections are in place, students add a summary and a conclusion. ... include: compare and contrast paragraphs, definition paragraphs, description paragraphs, and narrative paragraphs.
|Title||:||Motivating Students with Disabilities in Written Expression to Write: A Comparison of Two Intervention Strategies|
|Publisher||:||ProQuest - 2008|