dc.contributor.author | Bakken, Karine | |
dc.contributor.author | Næss, Kari-Anne Bottegård | |
dc.contributor.author | Garrels, Veerle | |
dc.contributor.author | Hagen, Åste Mjelve | |
dc.date.accessioned | 2023-02-02T13:00:42Z | |
dc.date.available | 2023-02-02T13:00:42Z | |
dc.date.created | 2022-10-12T20:24:57Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Bakken, R. K., Næss, K.-A. B., Garrels, V. & Hagen, Å. M. (2022). Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis. Education Sciences, 12(10), Artikkel 687. | en_US |
dc.identifier.issn | 2227-7102 | |
dc.identifier.uri | https://hdl.handle.net/11250/3048034 | |
dc.description.abstract | Students with disorders of intellectual development (ID) often experience writing difficulties, and effective interventions are highly needed. This systematic review and meta-analysis of single-case experimental design (SCED) studies summarize the effects of writing interventions for students with disorders of ID aged 4–19 years. We conducted a systematic search of seven databases, ancestral and forward searches of relevant sources, and contacted well-known authors in the field. Fifteen and 10 studies were included in the systematic review and meta-analyses, respectively. The overall results indicate that the participants improved their writing skills, with a large between-case standardized mean difference (BC-SMD) effect on the number of words and sentences written (BC-SMD = 1.22) and on the quality of paragraph and story writing (BC-SMD = 1.39). Students with disorders of ID can benefit from writing interventions, and the study results may provide practitioners with important insight into promising writing instructions and materials. There is a need for high-quality research targeting encoding (i.e., transforming sound into letters) skills for early school-age students with disorders of ID. | en_US |
dc.language.iso | eng | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis | en_US |
dc.title.alternative | Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2022 by the authors. | en_US |
dc.source.volume | 12 | en_US |
dc.source.journal | Education Sciences | en_US |
dc.source.issue | 10 | en_US |
dc.identifier.doi | https://doi.org/10.3390/educsci12100687 | |
dc.identifier.cristin | 2060959 | |
dc.relation.project | Norges forskningsråd: 327377 | en_US |
dc.source.articlenumber | 687 | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |