Contribution of an academic writing intervention on the micro-macrostructure skills of students with intellectual disability.
Academic writing is a complex task involving microstructure (linguistic-level) and macrostructure (coherence structure) indices. Our goal was to examine the contribution of an academic writing intervention programme among students with intellectual disability at the microstructure and macrostructure...
| Publicado en: | Clinical Linguistics & Phonetics Vol. 39; no. 11; pp. 1009 - 1033 |
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| Autores principales: | , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Nov2025
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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=188875821&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188875821 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02699206 B6X jtl: Clinical Linguistics & Phonetics issn: 02699206 maglogo: Y pubinfo: dt: Nov2025 vid: 39 iid: 11 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 188875821 180691792 188875821 188875821 10.1080/02699206.2024.2421836 188875821 ppf: 1009 ppct: 24 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Contribution of an academic writing intervention on the micro-macrostructure skills of students with intellectual disability. aug: au: Altman, Carmit Dueck, Hadas Shnitzer-Meirovich, Shlomit Lifshitz, Hefziba affil: Faculty of Education, Bar Ilan University, Ramat Gan, Israel sug: subj: Writing Students with Disabilities Psychosocial Factors Intellectual Disability Linguistics Evaluation Learning Evaluation Language Processing Evaluation Students, Undergraduate Education, Baccalaureate Task Performance and Analysis Program Implementation Program Evaluation Human Adult Vocabulary Word Lists Repeated Measures Grammar Cognition Thinking Feedback Qualitative Studies Interrater Reliability Analysis of Variance Nonparametric Statistics Friedman Test Post Hoc Analysis Comparative Studies Wilcoxon Rank Sum Test McNemar's Test Male Female Descriptive Statistics Case Studies Intraclass Correlation Coefficient Skill Acquisition Clinical Trials Adult: 19-44 years Male Female ab: Academic writing is a complex task involving microstructure (linguistic-level) and macrostructure (coherence structure) indices. Our goal was to examine the contribution of an academic writing intervention programme among students with intellectual disability at the microstructure and macrostructure levels while characterising the learning curves. Six students with mild intellectual disability studying for a BA (MCA = 30.43, MIQ = 69.17) participated in a spiral intervention programme of 32 lessons focusing on improving paragraph complexity and text structure measured at five time-points. Microstructure improvement in number of words, sentences, paragraphs, words per paragraph, lexical density, adjectives along with macrostructure improvement in text-paragraph structure, global-local linkage were found. A rapid increase in macrostructure indices was observed between the first and second testing points, after which a ceiling effect was reached. Concurrently, microstructure indices demonstrated a slower, more gradual learning curve throughout the intervention period. The discussion will focus on the improvement patterns in microstructure–macrostructure indices and the various learning curves observed. It explores the implications of these findings for cognitive modifiability in adults with intellectual disability and the potential of tailored academic writing interventions in post-secondary education programmes. LAY SUMMARY: A long-term, spiral intervention programme was effective at improving academic writing skills that require high cognitive involvement among individuals with intellectual disabilities in microstructure and macrostructure indices. Different types of linear learning curves showed a rapid increase in macrostructure indices, alongside a mixed rate of improvement in microstructure indices. The participants' thinking skills improved from focused thinking to transcendental thinking following the Structural Cognitive Modifiability (Feuerstein, 2003). The results can be explained via the Compensatory Trajectory theory (Lifshitz, 2020; 2015) which claims that chronological age plays an important role in determining the cognitive level and ability in adults with intellectual disabilities. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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