{"id":26,"date":"2016-02-23T18:32:04","date_gmt":"2016-02-24T02:32:04","guid":{"rendered":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/?page_id=26"},"modified":"2026-02-19T12:21:32","modified_gmt":"2026-02-19T20:21:32","slug":"26-2","status":"publish","type":"page","link":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/26-2\/","title":{"rendered":"Writing Interventions with Technology"},"content":{"rendered":"<div class=\"wsu-row wsu-row--sidebar-right\" >\r\n    \n<div class=\"wsu-column\"  style=\"\">\r\n\t\n\n<h2 class=\"wp-block-heading\">Writing Interventions with Technology<\/h2>\n\n\n\n<p>I conduct quantitative and qualitative research with the aim of helping struggling writers\u2014students who are often identified with a learning disability (LD). My two focus areas of research are: writing skills\/strategies, multi-tiered system of supports (MTSS)&#8211;with technology tools such as genAI.<\/p>\n<p><span style=\"color: #000000\">I like to develop writing skills\/strategies which can be used in an intervention format. The STORY mnemonic strategy is one example. STORY provides students with a means to develop and produce an elaborate narrative story.\u00a0<\/span><span style=\"color: #000000\">Students first ask themselves prodding questions (e.g., Who is in this story? Where does the story take place?).\u00a0<\/span><span style=\"color: #000000\">The next step is for students to reflect by creating an artistic representation of their answers to these questions; this helps them in the planning stage to evade the task of writing which is often so laborious that they have little mental energy left to think about story content.\u00a0<\/span><span style=\"color: #000000\">Students then say the story aloud and then compose the text of their story using their drawing\/painting as a means to recall ideas to be included in the text.<\/span><\/p>\n<p>In this area of research, I analyze how students use a\u00a0strategy, and how it promotes improvement in students&#8217; skills.<\/p>\n<h3>MTSS &#8211; Intervening early<\/h3>\n<p><span style=\"color: #000000\">The\u00a0<\/span><span style=\"color: #000000\">process of a student being considered for identification typically involves initial referral, then provision by school staff of some type of pre-referral intervention, and final assessment to inform school staff and parents about whether to identify the student with an LD. The referral-to-identification process is receiving renewed attention with the new method of assessment for LD: multi-tiered systems of supports (MTSS). In an MTSS model, periodic assessments of all students in a classroom indicate the students with low scores who are \u201creferred\u201d for an \u201cintervention\u201d in literacy skills; their degree of improvement with literacy skills\/strategies determines whether an underlying LD. Curriculum-based measurement (CBM) assessments during the intervention and follow-up cognitive assessments inform whether a student should be officially identified. MTSS adds the behavioral and contextual aspects (e.g., classroom practices, classmates) to the intervention and assessment systems.<\/span><\/p>\n<p><span style=\"color: #000000\">MTSS offers many research possibilities given that it is a new assessment method for classifying students with an LD. Teachers perspectives about the MTSS process\/model and which students are identified by tier three are examples of my current research topics.<\/span><\/p>\n\n<\/div>\r\n\n\n<div class=\"wsu-column\"  style=\"\">\r\n\t\n\n<p><img decoding=\"async\" loading=\"lazy\" class=\"alignnone size-medium wp-image-30\" src=\"https:\/\/wpcdn.web.wsu.edu\/wp-vancouverlabs\/uploads\/sites\/1184\/2016\/02\/tech-pic-396x282.png\" alt=\"tech-pic\" width=\"396\" height=\"282\"><\/p>\n\n<\/div>\r\n\n<\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":1795,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_wsuwp_accessibility_report":null},"categories":[],"tags":[],"wsuwp_university_location":[],"wsuwp_university_org":[],"_links":{"self":[{"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/pages\/26"}],"collection":[{"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/users\/1795"}],"replies":[{"embeddable":true,"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/comments?post=26"}],"version-history":[{"count":13,"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/pages\/26\/revisions"}],"predecessor-version":[{"id":138,"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/pages\/26\/revisions\/138"}],"wp:attachment":[{"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/media?parent=26"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/categories?post=26"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/tags?post=26"},{"taxonomy":"wsuwp_university_location","embeddable":true,"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/wsuwp_university_location?post=26"},{"taxonomy":"wsuwp_university_org","embeddable":true,"href":"https:\/\/vancouver.labs.wsu.edu\/dunnmi\/wp-json\/wp\/v2\/wsuwp_university_org?post=26"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}