A sentence-combining intervention for struggling writers: response to intervention

Abstract Children who struggle with writing are a heterogeneous group and may experience difficulties in range of domains, including spelling, reading, oral language. These reflected their influence responsiveness to interventions. The effectiveness targeted sentence-combining intervention improve the skills 71 struggling writers, aged 7 10 years, was compared spelling business as usual (waiting list) control condition. Some writers also performed poorly on measures reading Children's performance were assessed at baseline ( t 1), immediate post-test t2) delayed 3). receiving showed significant improvements sentence combining measure 2 3 both waiting list controls. Exploratory regression analyses found that children intervention, low 1 score, or better skills, more likely show 2. Findings indicate when devising interventions for specific profiles should be considered. Specifically, appropriate SWs whose primary area difficulty is rather than poor