The Flexibility of Self Regulated Strategy Development for Teaching Argumentative Text

Autor/inn/en	Leins, Patricia A.; Cuenca-Carlino, Yojanna; Kiuhara, Sharlene A.; Jacobson, Laura Thompson
Titel	The Flexibility of Self Regulated Strategy Development for Teaching Argumentative Text
Quelle	In: Intervention in School and Clinic, 53 (2017) 2, S.81-87 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451217693367
Schlagwörter	Persuasive Discourse; Teaching Methods; Special Education Teachers; Writing Instruction; Evidence Based Practice; Self Management; Writing Skills; Academic Accommodations (Disabilities); Educational Strategies; Learning Disabilities; Behavior Disorders; Self Advocacy; High School Students; Writing Strategies; Classroom Techniques + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schreibunterricht; Selbstmanagement; Writing skill; Schreibfertigkeit; Lehrstrategie; Learning handicap; Lernbehinderung; Selbstbehauptung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schreibtechnik; Klassenführung
Abstract	An increasing challenge for many secondary special education teachers is preparing students for the writing demands in postsecondary settings. The self-regulated strategy development (SRSD) model of writing instruction, considered an evidence-based practice, is an effective strategy for enhancing the writing skills of students with disabilities, such as learning disabilities or behavioral disorders, at the secondary level. This article discusses the flexibility and practicality of the SRSD model by describing ways in which secondary teachers can effectively use this strategy to enhance the argumentative writing skills of their students in English language arts, science, history, and mathematics and to teach students how to self-advocate through writing. Information about supports, materials, and other resources for teachers to utilize are included. (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	2020/1/01