Effects of SRSD College Entrance Essay Exam Instruction for High School Students with Disabilities or At-Risk for Writing Difficulties

Autor/inn/en	Ray, Amber B.; Graham, Steve; Liu, Xinghua
Titel	Effects of SRSD College Entrance Essay Exam Instruction for High School Students with Disabilities or At-Risk for Writing Difficulties
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 6, S.1507-1529 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9900-3
Schlagwörter	Writing Strategies; Teaching Methods; High School Students; Students with Disabilities; Writing Improvement; Persuasive Discourse; At Risk Students; Writing Difficulties; Grade 10; Cues; Writing Processes; Essays; Scores; Learning Processes; Student Attitudes; College Entrance Examinations; Writing Tests; Instructional Effectiveness; Test Preparation; ACT Assessment + Suchen Sie Ihr Suchwort? Schreibtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Persuasion; Persuasive Kommunikation; Schreibstörung; Stichwort; Essay; Aufsatzunterricht; Learning process; Lernprozess; Schülerverhalten; Aufnahmeprüfung; Writing test; Schreibtest; Unterrichtserfolg; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the effectiveness of argumentative writing instruction for the ACT writing exam using the Self-Regulated Strategy Development (SRSD) model with high school students with disabilities or at-risk for writing difficulties. Using a multiple baseline across participants design, four 10th grade students (three males, one female) were taught to analyze ACT prompts, plan, and write an argumentative essay using the SRSD model. Following instruction, students increased quality of their plans, number of argumentative elements, overall ACT essay score, number of words, and number of transition words in their ACT essays. Students were positive about the strategy, learning process, and its effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01