Instruction in a Strategy for Compare–Contrast Writing

Students learned a strategy for planning, writing, and evaluating compare–contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students,...

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Podrobná bibliografia
Vydané v:	Exceptional children Ročník 76; číslo 4; s. 438 - 456
Hlavní autori:	MacArthur, Charles A., Philippakos, Zoi
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Los Angeles, CA SAGE Publications 22.06.2010 Council for Exceptional Children Sage Publications Ltd. (UK) SAGE PUBLICATIONS, INC
Predmet:	Achievement Gains Adolescents Cognitive Processes Comparative Analysis Data quality Disabled children Education Educational aspects Educational Change Essays Knowledge Level Language Skills Learning Learning Disabilities Learning Strategies Management Meta Analysis Motivation Problem Solving Prompting School prose Self concept Self Control Self Efficacy Self evaluation Self regulation Skills Strategies Student Motivation Students Students with disabilities Studies Teaching Text Structure Wechsler Intelligence Scale for Children Woodcock Johnson Tests of Cognitive Ability Works Writing Writing Assignments Writing Instruction Writing Processes Writing Skills United States
ISSN:	0014-4029, 2163-5560
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Popis
Shrnutí:	Students learned a strategy for planning, writing, and evaluating compare–contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students, 3 with learning disabilities in writing and 3 average writers, were taught in pairs in a multiple baseline design. All students made substantial gains in text structure elements (percentage of non-overlapping data [PND] = 100%) and in overall writing quality (PND = 85%). Gains in mean quality scores for individual students ranged from 1.2 to 3.2 on a 6-point scale. Gains in text structure elements were maintained for the 4 students who could be assessed; gains in quality were maintained for 2 students. Self-efficacy increased for all students.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0014-4029 2163-5560
DOI:	10.1177/001440291007600404