Abstract
This study involved a multi-component intervention referred to as a schema-based strategy,
which was designed to increase the number of sentences written over a five-week period by
elementary students. The schematic strategy consisted of a diagram that illustrated an
individual’s plan of action to complete a common activity for elementary-aged students. Each
activity illustrated in the schema was broken down into the smallest steps needed to complete
the task. In the study, the children were taught how to plan using the schema, utilize the
planning for writing their story, and then how to sequentially write sentences containing a
subject and verb. Based on the results of the study, the strategy proved to be effective at
increasing the number of sentences written by at-risk elementary students over the course of a
short time period.
Laura Baylot Casey. (2015) Schema-based Approach to Increasing Sentences Written by At-risk Elementary Students, Journal of Elementary Education, Volume-25, Issue-1.
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