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The Utility of SQ Write to Improve Writing Quality in Fifth GradeThe Utility of SQ Write to Improve Writing Quality in Fifth Grade

After using SQ Write for only 10 weeks of instruction, statistically significant gains were demonstrated in total words written, multiple paragraph usage, use of transitional phrases to introduce body topics, use of a compound thesis sentence, use of three body paragraphs, inclusion of specific data and evidence to support body paragraphs, and a multi-sentence conclusion paragraph.

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How SQ Write Meets the Common Core StandardsHow SQ Write Meets the Common Core Standards

"The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.” -- Common Core State Standards Initiative

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Outcomes Study: Alexander Graham Bell SchoolOutcomes Study: Alexander Graham Bell School

After using SQ Write for only 12 weeks of instruction, statistically significant gains were demonstrated in Total Words Written, multiple paragraph usage, multi-sentence introductory paragraphs, multi-sentence concluding paragraphs, transitional phrases to introduce body topics, and more robust thesis sentences. Implications for improvements in mainstream student writing are discussed.

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Executive Functioning Skills are built into SQ WriteExecutive Functioning Skills are built into SQ Write

Executive functions are neurologically-based skills involving mental control and self-regulation. In essence, they are processes that relate to managing oneself and one’s resources in order to achieve a goal (Cooper-Kahn & Dietzel, 2008). Executive functions highly influence the writing process and, ultimately, a written product (Kellogg, 1996).

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How SQ Write Can Be Used in an RTI SettingHow SQ Write Can Be Used in an RTI Setting

Response to Intervention (RTI) is the current national systematic model and law for educating students with learning challenges within general and special education classrooms. It is a process that provides screenings,preventative  and supplementary research-based interventions, updated progress monitoring, and identification of students with learning disabilities. In essence, RTI aims to meet student learning needs using quality educational programs. Student progress is monitored over time to guide critical educational decisions.

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Executive Functioning, Self-questioning, and School SuccessExecutive Functioning, Self-questioning, and School Success

Executive Functioning is becoming a common, yet often misunderstood term in education. This article describes the 6 steps students must engage in to self-regulate to successfully meet future goals. Practical examples are provided.

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