Author Description

An ABAB single-case research design was used to examine the effects of an Integrated Model (IM) approach to writing instruction to improve the writing performance of four sixth-grade English Language Learners with and without Learning Disabilities. The IM integrates strategy instruction, external dialogue, a procedural facilitator (rubric), modeling, and explicit teaching to teach writing. Social validity of the intervention was assessed on two levels, from both teacher and student perspectives. The results of the study indicate the intervention was effective for improving the overall quality of student writing samples. All students' writing demonstrated an improvement in sentence complexity, use of description, and total number of words written. The classroom teacher and students found the IM to be a socially valid intervention. This study's findings show promising results for an Integrated Model approach to writing and developing the writing skills of culturally diverse exceptional students.