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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
Published on: February 7, 2025
Instructional Decision-Making for Students With Intensive Early Writing Needs: Student Growth in Sentence-Level
Seohyeon Choi1, Kristen L McMaster1, Emma Shanahan2
1University of Minnesota-Twin Cities, Minneapolis, USA.
Journal of Learning Disabilities
|May 30, 2026
Summary
Data-based individualization (DBI) supports students with intensive learning needs. While overall writing growth occurred, significant acceleration required instructional changes after 8 weeks.
Area of Science:
- Education
- Psychology
Background:
- Data-based individualization (DBI) is crucial for students with intensive learning needs.
- Its impact on writing development requires further investigation.
Purpose of the Study:
- To examine sentence-level writing growth in elementary students receiving DBI.
- To analyze the effect of instructional decisions on writing development.
Main Methods:
- 38 elementary students with early writing needs participated.
- Weekly progress monitoring was conducted over 14 weeks.
- Piecewise linear-mixed-effects modeling analyzed growth rates before and after instructional decisions at Week 8.
Main Results:
- Students showed overall sentence-level writing improvement.
- Group-level growth did not significantly accelerate post-Week 8.
- Students with instructional changes showed accelerated growth after Week 8, unlike those with sustained instruction.
Conclusions:
- Timely instructional modifications are vital for students with initial inadequate progress.
- The type of instructional decision significantly impacts writing growth trajectories.
- DBI's effectiveness is linked to adaptive instructional adjustments.
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