Writing from Text in Eight Middle School Learning Support Classrooms: Ascertaining Aspects of Intensive Intervention

Autor/inn/en	Mason, Linda H.; Zheng, Shuting
Titel	Writing from Text in Eight Middle School Learning Support Classrooms: Ascertaining Aspects of Intensive Intervention
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 23 (2018) 2, S.87-101 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	Writing Instruction; Reading Instruction; Middle School Students; Special Education Teachers; Learning Disabilities; Learning Strategies; Outcomes of Education; Writing Improvement; Oral Language; Reading Tests; Standardized Tests; Intervention + Suchen Sie Ihr Suchwort? Schreibunterricht; Leseunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernleistung; Schulerfolg; Oral interpretation; Mündlicher Sprachgebrauch; Lesetest; Standadised tests; Standardisierter Test
Abstract	The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who received treatment improved performance with small effects on written and oral retelling, and on a standardized reading test. Recommendations for strengthening the intensity of the intervention are suggested in the context of implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01