Teaching expository writing to Arabic-speaking students with intellectual disability in inclusive classrooms: effect of four-square method and sentence frames.
Expository writing (EW) is crucial for the literacy development of students with intellectual disabilities (ID) in inclusive classrooms. Students with ID, however, struggle with EW due to problems with generating, organizing, and producing text. Similarly, teachers of students with ID face challenge...
| Publicado en: | International Journal of Developmental Disabilities Vol. 70; no. 8; pp. 1377 - 1388 |
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| Autores principales: | , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=181784044&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181784044 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Dec2024 vid: 70 iid: 8 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 181784044 162113522 181784044 181784044 10.1080/20473869.2023.2177796 181784044 ppf: 1377 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Teaching expository writing to Arabic-speaking students with intellectual disability in inclusive classrooms: effect of four-square method and sentence frames. aug: au: Bakry, Mohamed S. Emam, Mahmoud Mohamed affil: Department of Curriculum and Instruction, Faculty of Education, Beni Suef University, Beni Suef, Egypt sug: subj: Writing Education Teaching Methods Evaluation Mainstreaming (Education) Students with Disabilities Intellectual Disability Arabs Egypt Learning Environment Human Egypt Female Male Clinical Trials Pretest-Posttest Design Quasi-Experimental Studies Word Lists Purposive Sample Interrater Reliability Repeated Measures Analysis of Variance Data Analysis Software Descriptive Statistics Comparative Studies Female Male ab: Expository writing (EW) is crucial for the literacy development of students with intellectual disabilities (ID) in inclusive classrooms. Students with ID, however, struggle with EW due to problems with generating, organizing, and producing text. Similarly, teachers of students with ID face challenges with employing the appropriate instructional method to teach EW to students with ID. The current study, therefore, investigated the effectiveness of combining two instructional methods, namely the Four-Square Writing Method and Sentence Frames, in teaching EW skills to students with ID. Using a single group pretest posttest quasi experimental design, 8 students with mild ID who received their education in inclusive classroom in one of the suburban schools in Egypt participated in the study. Participants were aged between 11 and 12 and were enrolled in grades 5 and 6. An intervention instructional program was implemented to teach EW to participants. Prior to and following the intervention participants' EW was evaluated with regard to paragraph length, structure and coherence. Results showed that the use of both strategies had a positive effect on students' EW. Additionally, students retained their intervention gains after a follow up duration of eight weeks. Implications are discussed in relation to the context of teaching literacy skills to students with ID in Egypt. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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