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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Veröffentlicht in:Exceptional children Jg. 76; H. 4; S. 438 - 456
Hauptverfasser: MacArthur, Charles A., Philippakos, Zoi
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Los Angeles, CA SAGE Publications 22.06.2010
Council for Exceptional Children
Sage Publications Ltd. (UK)
SAGE PUBLICATIONS, INC
Schlagworte:
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
Online-Zugang:Volltext
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Beschreibung
Zusammenfassung: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.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0014-4029
2163-5560
DOI:10.1177/001440291007600404