Published by Dr. Ioanna K. Tsiriotakis – Founder and Director of Phonology Private Tutoring, Leading Authority in Special Educational Needs/ Dyslexia
Paper Presented at the Canadian Society for the Study of Education (2019)
Writing samples from students receiving one-on-one academic intervention through the Learning Disabilities Society of Greater Vancouver (LDS) were analyzed in this study. As part of intervention services, students served at LDS complete 10-minute picture prompted narrative writing samples at the beginning (Sep.-Oct.) and end (May-June) of each academic year to inform instructional goals and to monitor progress. The writing samples (n= 204) from 105 students in grades 2-12 were used to develop automated text evaluation models predicting writing quality in this study. We do not have detailed demographic or disability status information for these students; however, all students were experiencing academic difficulties substantial enough for parents or guardians to seek academic intervention services through a community agency (ie, LDS).
Insights into Learning Disabilities, v14 n2 p167-188 2017
A large number of students struggle with composition writing. This is alarming since problems in this area reduce the chances of succeeding in school and life in general. Children and youth with learning disabilities (LD) are especially at risk of not acquiring the skills necessary to produce texts of an acceptable length and quality. Specifically, they have difficulty planning for writing. Of the broad arsenal of instructional strategies available, graphic organizers seem to be a particularly promising tool for helping students with LD prepare to compose texts of an acceptable quality. The present study evaluated the effectiveness of a procedure whereby the use of a graphic organizer (a story map) is taught to three fourth graders with LD by three non-labeled classmates to increase the length and the quality of their text products. After only four to seven lessons, the struggling students showed stark increases in their performance. All measures of the benefits of the intervention (visual analysis, effect size measures, randomization test, and piecewise regressions) indicated that the treatment met its aim. Implications and recommendations for practice are provided.
Frontiers in Education, Published 26 October 2020
Educational research has shown that a high ability to use effective strategies, a broad fount of metacognitive knowledge, and fostering of adaptive beliefs about writing lead to better text production performance. Explicit instruction enhances development in each of these areas. The aim of the present study was to examine the effects of a writing intervention program (based on the strategies “POW” and “WWW”) on the quality and length of stories composed by Greek grade 5 and 6 English Foreign Language (EFL) learners.
Frontiers in Psychology, Published 10 January 2017
Empirical studies have shown that anxiety and negative emotion can hinder language acquisition. The present study implemented a writing instructional model so as to investigate its effects on the writing anxiety levels of English Foreign Language learners.
Journal of Education and Learning, Published August 11 2021
In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive apprenticeship model was utilized to improve the text composition skills of the students.
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