Writing Interventions for High School Students with Disabilities: A Review of Single-Case Design Studies

Autor/inn/en	Cook, Kathleen B.; Bennett, Katie E.
Titel	Writing Interventions for High School Students with Disabilities: A Review of Single-Case Design Studies
Quelle	In: Remedial and Special Education, 35 (2014) 6, S.344-355 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932514523140
Schlagwörter	Writing (Composition); Writing Skills; Intervention; High School Students; Disabilities; Grade 9; Grade 10; Grade 11; Grade 12; Program Effectiveness; Literature Reviews; Coding; Symptoms (Individual Disorders); Teaching Methods; Skill Development; Direct Instruction; Writing Strategies; Essays; Persuasive Discourse; Fidelity + Suchen Sie Ihr Suchwort? Schreibübung; Writing skill; Schreibfertigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Codierung; Programmierung; Psychiatrische Symptomatik; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Schreibtechnik; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation
Abstract	Proficiency in writing increases opportunities in higher education, employment, and social relationships. Many students in the United States, however, are struggling writers. In particular, the writing performance of students with disabilities in secondary grades continues to lag behind grade level peers. The purpose of this article was to review writing interventions for high school students with disabilities to identify those practices that have been shown to be effective in supporting writing development. All studies were peer-reviewed, employed a single-case experimental design, and evaluated writing interventions used with students with disabilities in Grades 9 through 12. We used the What Works Clearinghouse (WWC) single-case design standards (Kratochwill et al., 2010) to evaluate the effects of writing interventions in the 14 identified studies. Specific interventions included Self-Regulated Strategy Development (SRSD), "Expressive Writing"™ (Direct Instruction), Cognitive Strategy Instruction in Writing, and pentop computers. Results indicated that only two SRSD programs and the pentop computer program demonstrated strong or moderate effects on written expression in studies that met WWC evidence standards with reservations. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10