文章基本信息

标题：Response to intervention: Employing a mnemonic-strategy with art media to help struggling writers
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作者：Michael Dunn
期刊名称：International Education and Leadership
印刷版ISSN：2161-7252
出版年度：2012
卷号：2
期号：3
出版社：Worldwide Education and Training Solutions
摘要：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 4 th - 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 partici pants improved with content; improving quality was more of a challenge. Results and implications are discussed
关键词：response to intervention; struggling writers; mnemo nic-strategy instruction