Department of Special Education and Communication Disorders


Date of this Version



the elementary school journal

Volume 120, Number 4. Published online June 1, 2020



2020 by The University of Chicago


Research indicates that sentence-combining instruction is effective for improving writing outcomes; however, no studies to date have examined the effects of sentence- combining instruction on the writing skills of Spanish- speaking language-minority (LM) students. Therefore, the purpose of this study was to examine the effects of explicit sentence-combining instruction that focused on correct adjective use when used with Spanish-speaking LM students with poor sentence construction skills. Across two studies, seven Spanish-speaking LM children in third to fifth grade participated in sentence-combining inter- ventions designed to teach adjective placement. Results in- dicated that there was a functional relation between the in- troduction of sentence-combining instruction and student performance on sentence-writing probes. In addition, the intervention led to an improvement in number of correct writing sequences on the sentence-writing probe.