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Cyclical four-day instructional cycle: introduce forms, receptive practice, expressive practice, weekly writing or editing measure

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

Both intervention conditions used a weekly cycle teaching two dialect forms per week: "an introduction to the dialect forms of the day 1, receptive language activities on day 2 to build a foundation for the new knowledge, and expressive language activities on day 3 to practice using the forms". Day 4 provided a writing or sentence-editing task as a weekly measure. Activities included sentence sorts, cloze sentences, sentence completion, sentence generation, editing, puzzles, memory games, and bingo.

Design Implications

Context

Requirements

  • Both receptive and expressive tasks for each form
  • A weekly day-4 measure of understanding and usage

Constraints

  • Implemented over a four-week period in 15–20 minute daily sessions

Target Learners

  • Second through fourth grade students who use Non-mainstream American English

Learning Goals

  • Producing School English grammatical forms (copula, plurals, past tense) in writing

Claims

Examples

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Key Sources

  • Shurita Thomas-Tate, Carol McDonald Connor, & Lakeisha Johnson. (2013). Design Experiments: Developing and Testing an Intervention for Elementary School-age Students who use Non-mainstream American English Dialects. SREE Spring 2013 Conference Abstract. https://www.sree.org/
Page metadata
Field Value
type design
id four-day-cyclical-dialect-forms-cycle
title Cyclical four-day instructional cycle: introduce forms, receptive practice, expressive practice, weekly writing or editing measure
description Both intervention conditions used a weekly cycle teaching two dialect forms per week: "an introduction to the dialect forms of the day 1, receptive language activities on day 2 to build a foundation for the new knowle...
status review
generated by process:settle-candidates on 2026-11-03
trust unverified — no one has confirmed this page's content
sources 1 — shurita-thomas-tate-2013

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