Effects of POWER Strategy Instruction for Students Supported by Assistive Technology

Autor/inn/en	Jozwik, Sara; Karlan, George Peterson; Kaczorowski, Tara
Titel	Effects of POWER Strategy Instruction for Students Supported by Assistive Technology
Quelle	In: Journal of International Special Needs Education, 23 (2020) 2, S.45-56 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
Schlagwörter	Instructional Effectiveness; Assistive Technology; Students with Disabilities; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Emotional Disturbances; Elementary School Students; Grade 5; Public Schools; Writing Strategies; Content Area Writing; Scientific Concepts; Handwriting; Writing Skills; Accuracy + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Gefühlsstörung; School year 05; 5. Schuljahr; Schuljahr 05; Public school; Öffentliche Schule; Schreibtechnik; Schriftliche Übung; Handschrift; Writing skill; Schreibfertigkeit
Abstract	This study investigated students' use of assistive technology (AT) tools within the context of Plan, Organize, Write, Edit, Revise (POWER) strategy instruction for writing explanations. Instruction took place in a fifth-grade classroom that included four students with learning, attention, or emotional disabilities and 19 peers without disabilities. The purpose of this study was to evaluate instructional effects and method of transcription used in composing science-related explanations. To examine effects of POWER instruction on writing quality and accuracy, researchers used a multiple baseline design across participants. Method of transcription was evaluated through a concurrent time series design. After POWER strategy instruction, participants' explanations earned quality and accuracy scores that were greater than their respective baseline scores. Scores on AT-transcribed responses exceeded those earned on handwritten explanations, with larger effects on accuracy than on quality. Implications are discussed in relation to POWER strategy instruction for students with disabilities who require transcription support. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01