Supplemental intervention improves writing of first-grade students: Single case experimental design evaluation

Abstract

The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11–13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence structure and handwriting, and (c) vocabulary and spelling allowed for analysis of the effects of the intervention. Treatment effects were evident from visual analysis, nonoverlap statistics, and multilevel modeling. Descriptive data collected on literacy measures administered before and after the intervention also indicated growth. Educator ratings of student writing and social validity surveys provide further evidence that improvements in student writing were apparent. Students also provided favorable input. These results indicate the malleability of writing behavior in at-risk first-grade students. Although preliminary findings are promising, iterative development would help improve this intervention and determine its efficacy with a broader sample of students.

Keywords:

• First grade
• literacy
• writing
• intervention

Acknowledgments

The authors are extremely grateful to the principal, assistant principal, writing coach, and first-grade teachers who supported this study. The leadership team members truly believe that success is the only option and they are champions of research to improve educational practice. Thank you all so much! This project would have never been possible without your partnership.

Disclosure statement

There are no relevant conflicts of interest.

Additional information

Funding

Grant R324B180004 from the Institute of Education Sciences, U.S. Department of Education, awarded to the University of Kansas supported the time spent making minor revisions to this article. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.