Sentence construction infused with vocabulary intervention: the impact of self-regulation strategies on one student's sentence-construction skills

Emily Moe-Lobeda

Abstract

This case study explores the effects of an intervention focused on sentence construction and vocabulary on the writing abilities of an eight-year-old English Language Learner. The intervention incorporated elements of sentence-combining strategies and self-regulation. The student learned how to self-regulate her sentence writing. Vocabulary words were taught using a context-based approach. The student made growth in many measured areas of writing and vocabulary. Self-regulation was a vital aspect that contributed to growth in her sentence construction skills. More research is needed on the use of self-regulation with other areas of writing.