Explicit Prewriting Instruction: Effect on Writing Quality of Adolescents with Learning Disabilities

Autor/in	Sundeen, Todd H.
Titel	Explicit Prewriting Instruction: Effect on Writing Quality of Adolescents with Learning Disabilities
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 18 (2012) 1, S.23-33 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	Learning Disabilities; Quality of Life; Writing Processes; Writing Instruction; Writing Skills; Adolescents; High School Students; Teaching Methods; Outcomes of Treatment; Intervention; Pretests Posttests; Interviews; Teacher Attitudes; Student Attitudes; Organization; Grade 11 + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Lebensqualität; Schreibunterricht; Writing skill; Schreibfertigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Organisation; Organisationsstruktur; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	Many students with learning disabilities struggle with the writing process throughout their school years. As students approach graduation, effective communication though writing becomes more critical. Writing is a skill that can directly impact the quality of life for older students preparing to graduate and progress to college, a career, or simply the world of work. This study examined the effects of an explicitly taught organizational strategy on the writing of high school students with learning disabilities. A multiple-baseline across-subjects design was used to observe changes in student writing. Eleven students in three subject groups participated. Findings indicate that the intervention had limited success in improving students' written products when measured by the multiple-baseline across-subjects design. Pre- and post-test data, however, indicate that writing quality improved. Interviews were conducted with both students and their teacher and themes were developed. The participant interviews revealed themes that indicate students felt that using the strategy and the explicit strategy instruction helped improve their writing. Their teacher believed that the strategy helped them tremendously and described improvements in how students planned before writing. (Contains 1 figure and 3 tables.) (As Provided).
Anmerkungen	Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail: info@ldaamerica.org; Web site: http://www.ldaamerica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10