Sentence Writing Instruction for Young Struggling Writers
A Single-Case Study
Bibliographic Data
| ID | 22420279 |
|---|---|
| Authors | Abigail A Allen (0000-0002-5135-3709, University of Illinois Urbana-Champaign, corresponding author), Samantha Scott (0000-0002-9563-6145, Clemson University), Samantha N Scott (Clemson University) |
| Year | 2026 |
| Pages | 1-18 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Reading & Writing Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 1057-3569 • E-ISSN: 1521-0693 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10573569.2026.2679262 |
| OpenAlex | W7162991052 |
| Language | EN |
| References cited | 29 |
Sentence writing is a critical early writing skill but intervention research in this area has typically lagged behind other aspects of writing, particularly for students with or at-risk for writing difficulties. This multiple baseline across participants single-case study evaluated the effect of a sentence writing intervention on the writing of early elementary grade struggling writers. The three second-grade participants received daily lessons on how to identify parts of a complete sentence (who/what, action, capital letter, punctuation) and use them in their own writing. Results indicated a functional relationship between the intervention and sentence writing for two out of three participants with a large to very large effect on participants’ ability to identify and use sentence parts in writing as well as a moderate to large effect on participants’ correct and incorrect word sequences in their writing. Implications for research and practice are discussed.
Learning disability · Literacy · Sentence · Teaching method · Discourse Analysis in Language Studies · Literacy, Media, and Education · Writing and Handwriting Education
Primary grade writing instruction
Combining Nonoverlap and Trend for Single-Case Research
Evaluating Intervention Effects in Single‐Case Research Designs
Special and General Education Teachers’ Beliefs About Writing and Writing Instruction
Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis
Expanding the Direct and Indirect Effects Model of Writing (Diew)
Cognitive and Motivational Challenges in Writing
| Citation velocity | historical |
|---|---|
| Highly cited | No |