Improving Narrative Writing Skills of Secondary Students with Disabilities Using Strategy Instruction

Autor/inn/en	Foxworth, Lauren L.; Mason, Linda H.; Hughes, Charles A.
Titel	Improving Narrative Writing Skills of Secondary Students with Disabilities Using Strategy Instruction
Quelle	In: Exceptionality, 25 (2017) 4, S.217-234 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2016.1196452
Schlagwörter	Writing Skills; Writing Improvement; Secondary School Students; Disabilities; Grade 6; Grade 7; Grade 8; Middle School Students; Writing Instruction; Language Arts; Writing Strategies + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Sekundarschüler; Handicap; Behinderung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schreibunterricht; Sprachkultur; Schreibtechnik
Abstract	Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my genre then idea, Organize my notes, Write (POW) + Setting, Tension, rising Action, Climax, Solution (STACS) strategy on narrative essay-writing skills for 6 secondary students with disabilities. Results indicated students improved the quality of their narratives and included a greater number of strategy-specific and story grammar elements following instruction. Students were also able to transfer skills across a history or social studies setting and could more accurately differentiate narrative writing prompts from expository and persuasive writing prompts. Treatment acceptability results indicated students found instruction beneficial. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01