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Teaching writing to young African American male students using evidence-based practices
Graham, Steve Harris, Karen R. Beard, Keith
Graham, Steve
Harris, Karen R.
Beard, Keith
Abstract
Studies that specifically test the effectiveness of instructional procedures for improving the writing of young African American males who experience difficulty learning to write are almost nonexistent. Although writing intervention studies include these children, researchers rarely disaggregate their data to determine whether the writing treatment enhanced the writing of this group of students. For this article, we reanalyzed the data from 5 true experiments conducted with mostly young African American students experiencing difficulty learning to write. Each of these studies taught 1 or more fundamental writing processes or skills using evidence-based writing practices validated in previous research. Our reanalysis of each of these studies focused only on students who were male, African American, and experiencing difficulties learning to write. We found that teaching fundamental writing processes and skills using evidence-based practices improved these children’s writing performance, including their performance on skills directly taught as well as on other writing or reading skills not directly taught in some instances.
Keywords
Date
2019
Type
Journal article
Journal
Reading and Writing Quarterly
Book
Volume
35
Issue
1
Page Range
19-29
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled