Response to Intervention: Employing a Mnemonic-Strategy with Art Media to Help Struggling Writers

Y

12

Response to Intervention; Mnemonics; Scores; Learning Strategies; Teaching Methods; Mixed Methods Research; Participatory Research; Action Research; Interviews; Writing (Composition); Student Interests; Grade 4; Elementary School Students; Writing Difficulties; Writing Attitudes; Student Attitudes; Surveys; Writing Instruction

2161-7252

With the implementation of response to intervention (RTI) in many schools across the United States and Canada, many educators have a renewed focus on intervention and assessment programming for students who struggle with academics. One format to manage interventions is for educators to provide these children with mnemonic-strategy instruction. In this study, mixed methods included experimental design, participatory action research, and arts-based data. Four 4th-grade struggling writers at a pacific-northwestern US school completed a writing-interest survey, learned the Ask, Reflect, Text (ART) story-writing mnemonic strategy which included the use of art, received story content and quality progress-monitoring scores at selected sessions, and completed a final exit interview about the intervention. All four participants improved with content; improving quality was more of a challenge. Results and implications are discussed.

As Provided

44

2017

EJ1139419