The Effects of Writer Immersion on the Functional and Structural Components of Writing with Middle School Students
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The purpose of this study was to test the effects of Writer Immersion and the responses emitted by a reader on participants’ functional and structural components of writing. The dependent variables were the number of accurate structural and functional components written during the pre- and post-Writer Immersion probes, the accuracy of functional and structural components of writing during intervention. The independent variable was a Writer Immersion package that included the yoked contingency of the reader and teacher editing of structural components. Two eighth graders served as the participants who were in a self-contained classroom. The participants were chosen for this study due to their inability to write functionally and high structural errors. A time-lagged multiple probe across participants design was employed to test a functional relationship between the independent and dependent variables. The data were collected in the pre- and post-intervention probes prior to and following Writer Immersion. Results of data demonstrated that participants’ functional and structural components of writing increased across all two participants.
Abstract
The purpose of this study was to test the effects of Writer Immersion and the responses emitted by a reader on participants’ functional and structural components of writing. The dependent variables were the number of accurate structural and functional components written during the pre- and post-Writer Immersion probes, the accuracy of functional and structural components of writing during intervention. The independent variable was a Writer Immersion package that included the yoked contingency of the reader and teacher editing of structural components. Two eighth graders served as the participants who were in a self-contained classroom. The participants were chosen for this study due to their inability to write functionally and high structural errors. A time-lagged multiple probe across participants design was employed to test a functional relationship between the independent and dependent variables. The data were collected in the pre- and post-intervention probes prior to and following Writer Immersion. Results of data demonstrated that participants’ functional and structural components of writing increased across all two participants.
참고문헌 (16)
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