$1.8 Million Grant Awarded to Improve Writing Skills in Students
Linda Mason and Rick Kubina, associate professors of education, have been awarded a $1.8 million grant to study the writing skills of students with behavior disorders, through a partnership with local school teachers and the support of other researchers.
The grant, which was awarded by the U.S. Department of Education, will provide funding for the project from June 1, 2007, to May 31, 2011. During this time, teachers in the State College Area, Altoona Area, Eastern Lancaster and Fairfax (Va.) County school districts will use the "Self-Regulated Strategy Development" instructional writing approach.
Students and teachers will work in groups with their research mentored reading or writing teacher for varying time periods. Instruction will occur during 20 to 25 30-minute sessions plus 18 10-minute sessions. Pre- and post-evaluations also will be completed, bringing the total intervention time to approximately four months per group. Additionally, assessments will be conducted with students in the following months and year where possible to determine the students' maintenance of learning the writing strategies.
According to the original grant proposal, the purpose of this project is to "investigate the effectiveness of writing strategy and fluency instruction on the written expression and writing fluency performance of seventh- and eighth-grade students with behavior disorders in general education and alternative settings who are struggling with writing."
Additionally, the purpose is to improve student on-task behavior, as well as student attitudes and teacher perspectives about writing instruction. The project will also reduce absence from instruction (absences, tardiness, time-outs, disciplinary referrals) and negative teacher and student statements in regard to the learning process.
Expected results include advancement of knowledge in effective instruction for students with behavior disorders, improvements in student writing, improvement in teacher delivery of writing instruction, more positive student behavior, and improved teacher beliefs in teaching this special population of students.
Mason is the project's primary researcher. Co-researchers include Kubina as well as partners at several other universities.
This press release courtesy of Penn State's Department of Public Information
Last modified: 09/10/07 | Contact Webmaster
