Effects of sentence-combining instruction for spanish-speaking language-minority students: Evidence from two single-case experiments

J. Marc Goodrich, Michael Hebert, Mackenzie Savaiano, Tim T. Andress

Research output: Contribution to journalArticlepeer-review

Abstract

Research indicates that sentence-combining instruction is effective for improving writing outcomes; however, no studies to date have examined the effects of sentencecombining instruction on the writing skills of Spanishspeaking language-minority (LM) students. Therefore, the purpose of this study was to examine the effects of explicit sentence-combining instruction that focused on correct adjective use when used with Spanish-speaking LMstudentswith poor sentence construction skills.Across two studies, seven Spanish-speaking LM children in third to fifth grade participated in sentence-combining interventions designed to teach adjective placement. Results indicated that there was a functional relation between the introduction of sentence-combining instruction and student performance on sentence-writing probes. In addition, the intervention led to an improvement in number of correct writing sequences on the sentence-writing probe.

Original languageEnglish (US)
Pages (from-to)715-749
Number of pages35
JournalElementary School Journal
Volume120
Issue number4
DOIs
StatePublished - Jun 1 2020

ASJC Scopus subject areas

  • Education

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