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Direct linkAnne Barwasser; Kerstin Nobel; Kristie Asaro-Saddler; Bruce Saddler; Matthias Grünke – European Journal of Psychology of Education, 2025
Writing can be a challenging task for students--especially for those who have grown up as second language (L2) learners. In particular, planning and structuring written content can be especially difficult for them. For this reason, the effects of a combined strategy instruction intervention consisting of a graphic organizer and storytelling on the…
Descriptors: Instructional Materials, Story Telling, Intervention, Writing Achievement
The Effects of a LEGO® Intervention on the Writing Performance of Seventh Graders with Special Needs
Download full textBell, Linda; Connelly, Vincent; Grünke, Matthias; Schulden, Matthias – Insights into Learning Disabilities, 2023
In this pilot single-case study, we evaluated the effects of using LEGO® as a tool for students identified with disabilities to improve their expressive writing performance. We applied a simple ABA reversal design to test whether the intervention was effective with four seventh graders. Social validity data were also obtained. Findings indicate…
Descriptors: Toys, Intervention, Writing Achievement, Grade 7
Visser, Linda; Röschinger, Johanna; Barck, Katja; Büttner, Gerhard; Hasselhorn, Marcus – International Journal of Disability, Development and Education, 2022
Developmental Coordination Disorder (DCD) and Attention Deficit Hyperactivity Disorder (ADHD) often co-occur and are associated with specific learning difficulties. Robust prevalence estimations do not yet exist. We studied how symptoms of DCD and/or ADHD are related to difficulties in reading, writing, and mathematics. Using the data from a large…
Descriptors: Attention Deficit Hyperactivity Disorder, Psychomotor Skills, Perceptual Motor Coordination, Developmental Disabilities
