A Mixed Methods Study of Expository Paragraph Writing in English-Proficient, Hispanic, Middle School Students With Writing Weaknesses Many Hispanic students present with difficulties in developing proficient writing skills. Perhaps these difficulties are associated with cultural and linguistic differences. This pilot investigation explored this concept through a mixed-methods approach. A qualitative analysis of written expository paragraphs was conducted to identify common writing patterns among the samples. Then, a ... Article
Article  |   September 29, 2017
A Mixed Methods Study of Expository Paragraph Writing in English-Proficient, Hispanic, Middle School Students With Writing Weaknesses
Author Affiliations & Notes
  • Valencia Perry
    Academic Affairs & Research Education, American Speech-Language-Hearing Association, Rockville, MD
    Department of Communication Sciences and Disorders, Howard University, Washington, DC
  • Disclosures
    Disclosures ×
  • Financial: Valencia Perry has no relevant financial interests to disclose.
    Financial: Valencia Perry has no relevant financial interests to disclose.×
  • Nonfinancial: Valencia Perry has no relevant nonfinancial interests to disclose.
    Nonfinancial: Valencia Perry has no relevant nonfinancial interests to disclose.×
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Part 3
Article   |   September 29, 2017
A Mixed Methods Study of Expository Paragraph Writing in English-Proficient, Hispanic, Middle School Students With Writing Weaknesses
Perspectives of the ASHA Special Interest Groups, September 2017, Vol. 2, 151-167. doi:10.1044/persp2.SIG1.151
History: Received January 23, 2017 , Revised July 3, 2017 , Accepted July 3, 2017
Perspectives of the ASHA Special Interest Groups, September 2017, Vol. 2, 151-167. doi:10.1044/persp2.SIG1.151
History: Received January 23, 2017; Revised July 3, 2017; Accepted July 3, 2017

Many Hispanic students present with difficulties in developing proficient writing skills. Perhaps these difficulties are associated with cultural and linguistic differences. This pilot investigation explored this concept through a mixed-methods approach. A qualitative analysis of written expository paragraphs was conducted to identify common writing patterns among the samples. Then, a single-case, multiple baselines design was employed to examine the effectiveness of an original writing intervention targeting expository writing skills in Hispanic students who are proficient in English. Results are presented with implications for speech-language pathologists for consideration in providing written language services to similar populations.

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