%0 Journal Article
%T Examining the Relations Between Instructional
%A Amanuel Medhanie
%A David C. Parker
%A Kristen L. McMaster
%A Matthew K. Burns
%A Stephanie Al Otaiba
%J Assessment for Effective Intervention
%@ 1938-7458
%D 2018
%R 10.1177/1534508417731999
%X The current study determined growth patterns during an 8-week writing intervention and then examined the association between growth pattern and students¡¯ initial skills as determined by instructional-level data. One hundred forty-seven first-grade students struggling with early literacy skills received a writing intervention at one of two tiers of support and completed progress assessments at regular intervals. Results indicated that students followed more than one type of growth pattern. A moderate correspondence was found between growth pattern and instructional-level data. Current results are contextualized within previous research. Implications for adapting writing interventions based on student data and theoretical models of writing development are discussed
%K early writing
%K instructional level
%K intervention
%U https://journals.sagepub.com/doi/full/10.1177/1534508417731999