The influence of "Response Buddy" on the quality of written responses to literature by students at risk for literacy problems
Peaster, Lindsay Gregg
MetadataShow full item record
The purpose of this study was to examine the influence of “Response Buddy,” a graphic organizer created by the researcher and co-teacher, on the quality of written responses to literature by first and second grade students considered to be at risk for literacy problems. In this study, the quality of written response was predetermined by four elements: a) inclusion of the title; b) inclusion of a connection; c) inclusion of the reason for the connection; and d) inclusion of an opinion. There were three phases in this multiple probe across participants design (i.e., baseline, intervention, and maintenance). During baseline, the researcher read a story, and the students were given definitions and instructions orally to write a response to the story. Intervention included three days of modeling and instruction on how to use “Response Buddy” to help students remember important parts of writing responses to literature. The maintenance condition for each student began approximately one week after he/she met the preset criterion (i.e., the inclusion of all four elements on three of four consecutive sessions). Social validity was measured using participant surveys as well as rankings of writing samples by experienced teachers. Evidence indicated a functional relation between the intervention of “Response Buddy” and the overall quality of written responses to literature with first and second grade students considered to be at risk for literacy problems. A discussion of the results, limitations of the study, ideas for future research, and classroom implications are included.