and personnel were limited. Routman, R. (2000). intervention were incorporated into the instruc- port for students who require scaffolding at that (cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:15)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:70)(cid:79)(cid:68)(cid:86)(cid:86)(cid:76)(cid:191)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3) showed that growth in standard scores between in- correctly and able to be grouped and categorized within the study. 4th grade level was conducted in 2012. National Assessment In terms of mathematics instruction, we typically think of a best practice as a teaching strategy or lesson structure that promotes a deep student understanding of . characteristics inhibit student success? Teacher break down the writing approaches by giving, demonstrated in the blueprint writing was higher than the process writing approach (Fontenot, J., Manage the creation and execution of marketing strategies across multiple platforms for retailer and customer databases. (cid:86)(cid:75)(cid:82)(cid:90)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:79)(cid:92)(cid:3)(cid:80)(cid:82)(cid:85)(cid:72)(cid:3)(cid:76)(cid:80)(cid:83)(cid:85)(cid:82)(cid:89)(cid:72)(cid:80)(cid:72)(cid:81)(cid:87)(cid:3)(cid:87)(cid:75)(cid:68)(cid:81)(cid:3)(cid:74)(cid:72)(cid:81)(cid:72)(cid:85)- She has worked with pre- second study question asked whether special-needs able in relation to at risk learners, this is especially their normally achieving peers (Graham & Harris, Student type 13.89 13.89 0.43 > 0.05 order to be successful (Graham, Harris & Mason, a fast paced, structured, repetitive, teacher-direct- BFP2_Task_2_Research_Study_Critique Assessment Code: BFP2 Task 2: Research Study Critique A. Learning is most efficient when a teacher can make it conspicuous or explicit. GRAND CANYON UNIVERSITY demonstrates that this element can be systematized (cid:71)(cid:76)(cid:73)(cid:73)(cid:72)(cid:85)(cid:72)(cid:81)(cid:87)(cid:3)(cid:86)(cid:88)(cid:69)(cid:77)(cid:72)(cid:70)(cid:87)(cid:86)(cid:3)(cid:79)(cid:68)(cid:76)(cid:71)(cid:3)(cid:82)(cid:88)(cid:87)(cid:15)(cid:3)(cid:90)(cid:75)(cid:76)(cid:70)(cid:75)(cid:3)(cid:86)(cid:75)(cid:82)(cid:88)(cid:79)(cid:71)(cid:3)(cid:76)(cid:81)(cid:70)(cid:79)(cid:88)(cid:71)(cid:72)(cid:3) As students learn a strategy, the steps should become more covert. NEED FOR SYSTEMATIC APPROACHES TO SUPPORT involved a composite process, not a single teach- More comprehension strategies The research was well Data research question asked above. 4-Independent Study. The BW and PW groups were tested using the WIAT before and after being trained to write for four months using the BW and PW approaches. ity and were eligible for special education support. using conspicuous strategies, priming students with background . While you want your wedding to be unforgettable, don't forget that the choices you make and how you make them . Jan 2010 - Present13 years 3 months. Pretest, Posttest, and Mean Difference Statistical Parameters To start collecting data, both schools needed to give permission. (2003). B (PW) 103.1 12.0 108.7 13.0 5.67 4.9 were reported somewhat differently than the 8th discussed this issue within a qualitative study that In instruction, it is important that these steps initially be made overt. A strategy is a series of steps students use to achieve a goal. included: a) big ideas; b) conspicuous strategies; c) (cid:76)(cid:81)(cid:74)(cid:3)(cid:74)(cid:72)(cid:81)(cid:85)(cid:72)(cid:86)(cid:17)(cid:3)(cid:3)(cid:55)(cid:75)(cid:72)(cid:3)(cid:191)(cid:81)(cid:68)(cid:79)(cid:3)(cid:69)(cid:85)(cid:82)(cid:68)(cid:71)(cid:3)(cid:70)(cid:82)(cid:81)(cid:70)(cid:72)(cid:83)(cid:87)(cid:3)(cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:72)(cid:71)(cid:3)(cid:76)(cid:81)(cid:3) teachers for each instructional intervention. Introduction. Examples of each of these strategies can be . Chapter 3 offers six principles of effective curriculum design in the modification of general education content. There is a strong body of high-quality egies allow for pairings of students in coach and teaching experience. nately this was not possible due to a variety of con- tive vocabulary instruction. To solve problems, students follow a set of steps or strategies. assessment. the University of Oregon, the six accommodations and b) explicitly teaching the conventions of writ- Tools for Educators (Ellis, Worthington, & Larkin, (cid:74)(cid:68)(cid:81)(cid:76)(cid:93)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:15)(cid:3)(cid:75)(cid:68)(cid:89)(cid:72)(cid:3)(cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:92)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:68)(cid:69)(cid:86)(cid:87)(cid:85)(cid:68)(cid:70)(cid:87)(cid:3)(cid:70)(cid:82)(cid:81)(cid:70)(cid:72)(cid:83)(cid:87)(cid:86)(cid:15)(cid:3) Help your students to stay on track with this collection of student success accountability plans. dard writing process format in teaching expressive learning. to understand and build their skills. However, the difference between the two Nathaniel Aranda is the Vice President of Development and Marketing for It's Time Texas - the nonprofit creating a healthier Texas through focus on health prevention. Fonten ot, Carney & Hansen 109 students for both kinds of interventions (BW & PW) and do those students with disabilities do special-needs students trained with BW show (cid:44)(cid:81)(cid:3)(cid:82)(cid:85)(cid:71)(cid:72)(cid:85)(cid:3)(cid:87)(cid:82)(cid:3)(cid:71)(cid:72)(cid:87)(cid:72)(cid:85)(cid:80)(cid:76)(cid:81)(cid:72)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:70)(cid:72)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:75)(cid:72)(cid:86)(cid:72)(cid:3) Teachers, then, must devise ways to make clear to the students the strategies proficient readers use to, Evaluative QuestionsFind instructions from an objective identified by your Big Ideas. Highly significant results confirmed the hypotheses regarding the effectiveness of the BW approach. Elementary and middle schools across the nation are engaged in the pursuit of finding the best ways to teach the foundation skills of reading, writing, and arithmetic at a faster pace than ever before. This study also included six classroom teach- mented the blueprint writing approach (BW) and Planned refutations (built-in teaching examples that counter common misconceptions) help change students' misconceptions better than refutes teachers make up; Conspicuous Strategies in Science (3 of 7) Just because its "hands on" doesnt automatically make it good instruction; PW 0.76 5.67 3.45 < .01 (cid:83)(cid:72)(cid:72)(cid:85)(cid:3)(cid:72)(cid:71)(cid:76)(cid:87)(cid:76)(cid:81)(cid:74)(cid:15)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:191)(cid:81)(cid:68)(cid:79)(cid:79)(cid:92)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:87)(cid:72)(cid:68)(cid:70)(cid:75)(cid:72)(cid:85)(cid:3)(cid:70)(cid:82)(cid:81)(cid:73)(cid:72)(cid:85)(cid:72)(cid:81)(cid:70)(cid:76)(cid:81)(cid:74)(cid:17)(cid:3)(cid:3) Tools of Educators (NCITE) at the University of is the use of cognitive or meta-cognitive strategies. They (cid:36)(cid:87)(cid:3)(cid:85)(cid:76)(cid:86)(cid:78)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:90)(cid:72)(cid:85)(cid:72)(cid:3)(cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:72)(cid:71)(cid:3)(cid:69)(cid:92)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:86)(cid:87)(cid:68)(cid:87)(cid:72)(cid:3)(cid:73)(cid:82)(cid:85)(cid:80)(cid:88)- The results for the BW approach are particularly valu- ceiving both intervention treatments. while School B had 43 general education students participate in the study was obtained from the par- engineered and carried out. Conspicuous strategies. Curriculum planning guidelines: Help teachers to improve instruction Help educators to make placement decisions regarding students with disabilities to determine whether the general education curriculum is appropriate or whether it needs to be modified Prompt teachers to actively plan Implementing the Use of Curriculum Planning Guidelines mation that can help to determine long term trends learning disabilities or other special needs often 1. Strategies commonly used to overcome this negative tone are based on informative interventions, based in top down perspectives, centered in what . that using research-validated strategies to teach to writing. stated above including that there are two separate variables being determined. The Influence of Social Media Intensity and EWOM on Conspicuous Consumption. process. In addition, teachers were asked to com- participants within the study included one hundred and thirty-three sixth graders among two Retrieved from http://idea.uoregon.edu/~ncite/ main2011/2012457.asp For the special education/at risk student center.org). The educational challenge to bring all children to higher levels of competence in their academies is daunting. al-education students for both interventions and STATISTICAL SIGNIFICANCE OF RESULTS Gargiulo, R.M. written expressions subtest of the WIAT-11 Form A. Conspicuous Strategies in Teaching Expressive Writing: A Quantitative Study Comparing Two Approaches to Process Writing. M. & Morphy, P. (2008). shows the results of this post hoc comparison. The sixth grade students in both schools were in- standing and commitment to these teaching strate- & Carney, Karen J., & Hansen, Kay, 2015). conspicuous strategies. between the two student populations receiving the In that report, ten effective teaching prin- or have memory and communication delays. WRITING INSTRUCTION INTERVENTIONS (cid:55)(cid:75)(cid:72)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:92)(cid:3)(cid:84)(cid:88)(cid:72)(cid:86)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)(cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:72)(cid:71)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:87)(cid:75)(cid:76)(cid:86)(cid:3)(cid:85)(cid:72)(cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:3) Irregularities including fraud, vote buying or voter intimidation . These strategies are: (1) direct reinforcement, (2) punishment, (3) rewards, (4) threats, (5) manipulation, (6) deception, (7) coercion, (8) persuasion, and (9) education. of cultures, languages, abilities, and other charac- students work as a writing community proceeding The present study proposes an. 12 Test Bank, Lesson 17 Types of Lava and the Features They Form, Summary Intimate Relationships - chapters 1, 3-6, 8-11, 13, 14, CWV-101 T3 Consequences of the Fall Contemporary Response Worksheet 100%, 10 Cualidades DE Josue COMO Lider en la biblia en el antiguo testamento y el ejempolo que no da, The tenpoint plan of the new world order-1, GIZMOS Student Exploration: Big Bang Theory Hubbles Law 2021, Mark Klimek Nclexgold - Lecture notes 1-12, BUS 225 Module One Assignment: Critical Thinking Kimberly-Clark Decision, Week 1 short reply - question 6 If you had to write a paper on Title IX, what would you like to know more about? The During a "think aloud," the teacher reads aloud a section of a text, pausing every now and again to reveal what they are thinking about and doing in order to understand what they are reading. These definitions ensured that the results were valid as the students were then labeled Fontenot, J., & Carney, Karen J., & Hansen, Kay. ing multi-paragraph themes enabling them to reach RESEARCH QUESTIONS AND HYPOTHESIS Results of quantitative content analysis and qualitative analysis of interviews showed the conspicuous deployment of Pedagogical Content Knowledge by the pre-service teachers, suggesting the potential of design thinking in . Many ideas have been put forward in the literature in support of explicit instruction to assist learners. (cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:81)(cid:82)(cid:3)(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:68)(cid:79)(cid:3)(cid:87)(cid:85)(cid:68)(cid:76)(cid:81)(cid:76)(cid:81)(cid:74)(cid:15)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:68)(cid:88)(cid:87)(cid:75)(cid:82)(cid:85)(cid:86)(cid:3)(cid:70)(cid:75)(cid:82)(cid:86)(cid:72)(cid:3)(cid:87)(cid:82)(cid:3)(cid:70)(cid:82)(cid:80)(cid:83)(cid:68)(cid:85)(cid:72)(cid:3)(cid:37)(cid:58)(cid:3)(cid:87)(cid:82)(cid:3)(cid:68)(cid:3)(cid:70)(cid:82)(cid:81)(cid:87)(cid:85)(cid:82)(cid:79)(cid:3)(cid:87)(cid:85)(cid:68)(cid:76)(cid:81)(cid:72)(cid:71)(cid:3)(cid:88)(cid:86)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:3)(cid:90)(cid:76)(cid:71)(cid:72)(cid:79)(cid:92)(cid:16)(cid:87)(cid:68)(cid:88)(cid:74)(cid:75)(cid:87)(cid:3)(cid:83)(cid:85)(cid:82)(cid:70)(cid:72)(cid:86)(cid:86)(cid:16)(cid:90)(cid:85)(cid:76)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:83)- Big Ideas Michael Coyne is an associate professor in the Neag School of Education at the University of Connecticut. Peer assisted learning is involved, as stu- strategy development in the classroom: Part of a balanced Ed only the standard process writing. Arizona State University. Fonten ot, Carney & Hansen 111 Steps a student follows to accomplish an activity, task, or for solving a problem. (special/at risk, general) and composite raw scores (cid:87)(cid:72)(cid:85)(cid:89)(cid:72)(cid:81)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:87)(cid:92)(cid:83)(cid:72)(cid:86)(cid:3)(cid:90)(cid:68)(cid:86)(cid:3)(cid:75)(cid:76)(cid:74)(cid:75)(cid:79)(cid:92)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:3)(cid:11)(cid:41)(cid:3)(cid:11)(cid:20)(cid:15)(cid:20)(cid:22)(cid:19)(cid:12)(cid:3)(cid:32)(cid:3) approaches were instructed at two separate schools thus the variables are controlled. Journal of Instructional Research | Volume 4 (2015) 114 able levels of performance demonstrated by the 8th process of writing in the classroom and a low ex- In order to (cid:11)(cid:23)(cid:87)(cid:75)(cid:3)(cid:72)(cid:71)(cid:17)(cid:12)(cid:17)(cid:3)(cid:37)(cid:82)(cid:86)(cid:87)(cid:82)(cid:81)(cid:29)(cid:15)(cid:3)(cid:48)(cid:36)(cid:29)(cid:3)(cid:3)(cid:43)(cid:82)(cid:88)(cid:74)(cid:75)(cid:87)(cid:82)(cid:81)(cid:3)(cid:48)(cid:76)(cid:73)(cid:192)(cid:76)(cid:81)(cid:17) product. 2) Special needs students show significantly more improvement than general-education students for both interventions but special-needs students trained with BW show more improvement than those trained with PW. Instead of testing students taught using the BW approach against a control At the beginning of the study, there was only one hundred and fifty It's my great pleasure to share the latest work from my research team on Tunnelling and Underground Space Technology. Two of the teachers in School B held a Masters menting. quantified strategy tools and results ((Fontenot, J., & Carney, Karen J., & Hansen, Kay, 2015). instruction, and explicit instruction to promote teaching strategies appear as components in the re- offering the students evidence behind learning along with teachers being able to compare and evidence to the original hypotheses, which got rejected (Fontenot, J., & Carney, Karen J., & performed substantially better than those receiving ing of the writing process, so that oral language is not do better on the process writing approach (making the answer no). accommodate diverse learners. Table 1 presents the mean pretest and post- tions for the general education student population pluralistic society, (9th ed.). elementary principal and a special education direc- the percent of students in the 8th grade achieving at Elements in the teaching of writing, although Ruddell, R.B. Six big ideas reflect special education's contributions to the improvement of pupil behavior: (1) recognize that behavior is learned, (2) identify socially important goals, (3) emphasize positive behavioral supports, (4) be proactive and with-it, (5) use self-management strategies, and (6) emphasize schoolwide implementation. Academic skills problems: Direct assessment 1. writing approach, is successful with both general In its most tive Summary of the Research Synthesis on Effec- quire, store, use, and retrieve information they have ICT-enabled monitoring tools effectively encourage citizens to oversee their elections and reduce fraud. tion types, with growth in writing from students improved state high-stakes testing scores and ul- 39% performed at a below-basic level. With the help of certified and current classroom teachers, TeacherVision creates and vets classroom resources that are accurate, timely, and reflect what teachers need to best support their students. Variable Mean 1 Mean 2 t p Mediated Scaffolding 4. MD: Brookes. Portsmouth, NH: Heinemann. er and consultant in public education and an asso- Executive National Center for Education Statistics. 2022 Sandbox Networks Inc. All rights reserved. area literacy. students). English Language Learners. experience, on average, yet the students in School Shapiro, E. (2011). It is FUTURE RESEARCH Emphasis was given to teach- She has The difference between student types was International Journal of . modeling it; d) memorizing it; e) supporting it, and (cid:72)(cid:85)(cid:86)(cid:3)(cid:86)(cid:87)(cid:85)(cid:88)(cid:74)(cid:74)(cid:79)(cid:72)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:87)(cid:75)(cid:72)(cid:76)(cid:85)(cid:3)(cid:82)(cid:90)(cid:81)(cid:3)(cid:86)(cid:72)(cid:79)(cid:73)(cid:16)(cid:72)(cid:73)(cid:191)(cid:70)(cid:68)(cid:70)(cid:92)(cid:3)(cid:68)(cid:86)(cid:3)(cid:90)(cid:85)(cid:76)(cid:87)(cid:72)(cid:85)(cid:86)(cid:15)(cid:3) dardized using the WIAT-II Grade-Based Standard p<.01). The purpose was By using the Again, the growth in writing for general edu- Brookes. Teaching expressive writing to Table 1 School B there were 10 African American students by all study participants as the initial step in the Upload your study docs or become a member. Table 3 Cooperative learning strategies. PROFICIENT WRITERS? The research findings of the article are valid as they are able to be But the heart of the text is the six principles big ideas, conspicuous strategies, mediated scaffolding, primed background knowledge, strategic integration, and judicious review and the application of these principles across different and sometimes unwieldy knowledge structures and skills in reading, science, social studies, and . They are: Conspicuous strategies, big ideas, mediated scaffolding, primed background knowledge, strategic integration and judicious review. education students improved in their writing ability (improvement scores were similar). The BW and PW groups were tested using the WIAT before and after being trained to write for four months using the BW and Rather than test null hypotheses that assert that BW and PW are equally effective for all students and that BW Although the strategies embedded in the skill, the use of research-validated teaching strat- pre-service and in-service trainings. is one intervention superior to the other for all stu- students individually to become competent writers. ing body of research to validate approaches that evidence that the null hypotheses should be re- for each student over the four months of this study. includes that the hypothesis was tempered and changed from a qualitative to a quantitative. Staffordshire. PARTICIPANTS totaling 10 hours. A (BW) 75.1 7.8 87.5 10.1 12.38 4.1 However, numerous universities offer MBA programs at affordable costs. Conspicuous Strategies 3. This was given to all students as they parison. SpEd/At ment chair at Grand Canyon University. 1994). Pretest Posttest Difference The evidence to utilize this assessment is beneficial to answering the research The BW The web site provides strategies to Regulated Strategy Development (SRSD) for both For educa- come by the publishing process, so that students Give Time to Talk. This involved three guiding princi- perimental study is to demonstrate the results of SRSD has supported writing improvement across sive classrooms. Big Ideas The first and most essential adaptation is determining what information is most critical for students to learn Judicious Review Simple repetition of information does not necessarily ensure efficient learning; it must be carefully c Primed Background Knowledge Successful acquisition of new information depends largely on (a) the knowledge the learner b Search our growing library of professionally created teacher resources. lief about ones own ability to perform). Karen J. Carney is a retired professor of spe- A process-writing approach (BW) with novel concepts was developed by the authors to teach writing to elementary-level stu- egies using a cognitive approach. Risk The books defines them as: clear, concise, explicit steps that are used to present and learn content Chapter 10 defines them as: explicit, sequenced, learners was offered by Kameenui & Carnine in teaching writing, two of which employ explicit assure teachers in School B had a thorough under- Slide 1 Teaching Mathematics Session 6 Math Failure Students are failing in math as in reading as compared to other countries throughout the world Compared to ourselves over (cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:182)(cid:3)(cid:76)(cid:80)(cid:83)(cid:85)(cid:82)(cid:89)(cid:72)(cid:80)(cid:72)(cid:81)(cid:87)(cid:3)(cid:90)(cid:68)(cid:86)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:79)(cid:92)(cid:3)(cid:80)(cid:82)(cid:85)(cid:72)(cid:3)(cid:87)(cid:75)(cid:68)(cid:81)(cid:3) (cid:76)(cid:71)(cid:68)(cid:87)(cid:72)(cid:71)(cid:3)(cid:87)(cid:72)(cid:70)(cid:75)(cid:81)(cid:76)(cid:84)(cid:88)(cid:72)(cid:86)(cid:15)(cid:3)(cid:70)(cid:68)(cid:81)(cid:3)(cid:85)(cid:72)(cid:86)(cid:88)(cid:79)(cid:87)(cid:3)(cid:76)(cid:81)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3) order to increase proficiency in writing for all students, it is imperative to understand what is can support students in becoming better writers. 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Design principles better suited to the characteristics of students with learning disabilities are described and illustrated for five areas: (a) big ideas; (b) conspicuous strategies; (c) efficient use of time; (d) clear, explicit instruction on strategies; and (e) appropriate practice and review. Swanson, H.L., Harris, K. R., & Graham, S. (2013). tor. That is, does it communicate clearly and explicitly the steps the learner must employ to perform the strategy and complete the task? Her passion is to ensure that all stu- tion, including writing instruction. teaching by the teacher; and scaffolding, strategic Key elements from these evidence-based Sep 2019 - Dec 20212 years 4 months. Special Education Programs (OSEP), sponsored a tion. to quantify achievement. Teachers are expressive writing: a quantitative study comparing two approaches to process writing. performance. 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