Education and Human Sciences, College of (CEHS)


First Advisor

J. Marc Goodrich

Date of this Version



A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Special Education, Under the Supervision of Professor J. Marc Goodrich. Lincoln, Nebraska : July, 2018.

Copyright (c) 2018 Tim Andress


The present replication study used a multiple probe across participant single-case experimental design to measure the effect of a sentence construction intervention on Spanish-speaking language-minority students with writing difficulties. Participants were two males and one female, aged eight to ten. Dependent variables tracked were frequency of correct word sequences, incorrect word sequences, complete sentences, and incomplete sentences written in one-minute sentence construction probes. A pre-and post-test five-minute paragraph probe served as a secondary measure to determine whether sentence-level instruction improved paragraph-level writing. Results were an increase in frequency of correct word sequence and complete sentences for all participants, as well as a decrease in frequency of incorrect word sequences for two participants and a decrease in incomplete sentences for all participants. One of the three participants demonstrated improved paragraph writing following completion of the study. Findings indicated a functional relation between the intervention and positive writing outcomes. Further research should continue to study the effects of sentence-level instruction on language-minority students.

Advisor: J. Marc Goodrich