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Teaching middle school students with learning disabilities argumentative writing using SRSD with technology supports.

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Title: Teaching middle school students with learning disabilities argumentative writing using SRSD with technology supports.
Authors: Ray, Amber B.1 amberray@illinois.edu, Mason, Tara2
Source: Journal of Research in Special Educational Needs. Oct2024, Vol. 24 Issue 4, p908-921. 14p.
Subject Terms: *Middle school students, *Learning disabilities, *Special education, Big data, Databases
Abstract: Teaching middle school students with learning disabilities strategies for writing essays that incorporate information from source texts helps prepare them for academic success. The purpose of this pilot study was to investigate the effects of self‐regulated strategy development (SRSD) writing instruction using technology tools implemented by special education teachers on the source‐based argumentative writing performance of middle school students with learning disabilities. In this quasi‐experimental, pretest–posttest design study, three middle school special education teachers engaged in online Practice‐Based Professional Development. The teachers then implemented SRSD writing instruction to teach source‐based argumentative writing with technology tools. Implementation of the SRSD writing instruction by special education teachers positively impacted the number of argumentative elements, quality, number of transitions and length of students' source‐based argumentative essays. Teachers implemented the intervention with high fidelity and quality and felt that the intervention supported their students' writing. Teachers and students were positive about the SRSD writing instruction. This study adds to the evidence base that SRSD is an effective writing intervention for middle school students with learning disabilities. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Teaching middle school students with learning disabilities argumentative writing using SRSD with technology supports.
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  Data: <searchLink fieldCode="AR" term="%22Ray%2C+Amber+B%2E%22">Ray, Amber B.</searchLink><relatesTo>1</relatesTo><i> amberray@illinois.edu</i><br /><searchLink fieldCode="AR" term="%22Mason%2C+Tara%22">Mason, Tara</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Special+Educational+Needs%22">Journal of Research in Special Educational Needs</searchLink>. Oct2024, Vol. 24 Issue 4, p908-921. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Big+data%22">Big data</searchLink><br /><searchLink fieldCode="DE" term="%22Databases%22">Databases</searchLink>
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  Label: Abstract
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  Data: Teaching middle school students with learning disabilities strategies for writing essays that incorporate information from source texts helps prepare them for academic success. The purpose of this pilot study was to investigate the effects of self‐regulated strategy development (SRSD) writing instruction using technology tools implemented by special education teachers on the source‐based argumentative writing performance of middle school students with learning disabilities. In this quasi‐experimental, pretest–posttest design study, three middle school special education teachers engaged in online Practice‐Based Professional Development. The teachers then implemented SRSD writing instruction to teach source‐based argumentative writing with technology tools. Implementation of the SRSD writing instruction by special education teachers positively impacted the number of argumentative elements, quality, number of transitions and length of students' source‐based argumentative essays. Teachers implemented the intervention with high fidelity and quality and felt that the intervention supported their students' writing. Teachers and students were positive about the SRSD writing instruction. This study adds to the evidence base that SRSD is an effective writing intervention for middle school students with learning disabilities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/1471-3802.12681
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      – Code: eng
        Text: English
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        PageCount: 14
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      – SubjectFull: Middle school students
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Big data
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      – SubjectFull: Databases
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              Text: Oct2024
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