Fluent Persuasive Writing with Counterarguments for Students with Emotional Disturbance

Autor/inn/en	Mastropieri, Margo A.; Scruggs, Thomas E.; Cerar, Nancy Irby; Allen-Bronaugh, Dannette; Thompson, Catherine; Guckert, Mary; Leins, Pat; Hauth, Clara; Cuenca-Sanchez, Yojanna
Titel	Fluent Persuasive Writing with Counterarguments for Students with Emotional Disturbance
Quelle	In: Journal of Special Education, 48 (2014) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466912440456
Schlagwörter	Persuasive Discourse; Writing Skills; Emotional Disturbances; Grade 7; Grade 8; Intervention; Writing Improvement; Essays; Writing Assignments; Interviews; Program Effectiveness; Skill Development; Student Role; Middle School Students; Maintenance; Learner Engagement; Generalization; Student Attitudes; Time on Task; Prompting; Scoring; Stanford Binet Intelligence Scale; Vineland Adaptive Behavior Scales; Wechsler Intelligence Scale for Children; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Writing skill; Schreibfertigkeit; Gefühlsstörung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Essay; Aufsatzunterricht; Interviewing; Interviewtechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Zeitaufwand; Benutzerführung; Bewertung
Abstract	Twelve seventh- and eighth-grade students with emotional disturbance participated in a multiple probe, multiple baseline design two-phase intervention study to improve persuasive writing skills. The first phase after baseline taught students to plan and write persuasive essays including counterarguments. In the second phase, students were taught to plan and write fluently in 10 min. Students were assessed on their essay writing, the "Woodcock-Johnson Fluency" subtest, writing probes, and were interviewed post instruction. Findings revealed that all students mastered the components of effective persuasive essay writing, included counterarguments, and improved from baseline to postinstruction and postfluency phases in length and essay quality. Although students' performance decreased slightly on surprise maintenance and generalization measures, results remained substantially higher than baseline. Strategy reports revealed all students enjoyed using and seeing the benefits of instruction. Findings are discussed for future research and practice for students with emotional disturbance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10