Effects of SRSD College Entrance Essay Exam Instruction for High School Students with Disabilities or At-Risk for Writing Difficulties
Saved in:
| Title: | Effects of SRSD College Entrance Essay Exam Instruction for High School Students with Disabilities or At-Risk for Writing Difficulties |
|---|---|
| Language: | English |
| Authors: | Ray, Amber B., Graham, Steve, Liu, Xinghua |
| Source: | Reading and Writing: An Interdisciplinary Journal. Jun 2019 32(6):1507-1529. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 Higher Education Postsecondary Education |
| Descriptors: | Writing Strategies, Teaching Methods, High School Students, Students with Disabilities, Writing Improvement, Persuasive Discourse, At Risk Students, Writing Difficulties, Grade 10, Cues, Writing Processes, Essays, Scores, Learning Processes, Student Attitudes, College Entrance Examinations, Writing Tests, Instructional Effectiveness, Test Preparation |
| Assessment and Survey Identifiers: | ACT Assessment |
| DOI: | 10.1007/s11145-018-9900-3 |
| ISSN: | 0922-4777 |
| Abstract: | Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the effectiveness of argumentative writing instruction for the ACT writing exam using the Self-Regulated Strategy Development (SRSD) model with high school students with disabilities or at-risk for writing difficulties. Using a multiple baseline across participants design, four 10th grade students (three males, one female) were taught to analyze ACT prompts, plan, and write an argumentative essay using the SRSD model. Following instruction, students increased quality of their plans, number of argumentative elements, overall ACT essay score, number of words, and number of transition words in their ACT essays. Students were positive about the strategy, learning process, and its effects. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1216230 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the effectiveness of argumentative writing instruction for the ACT writing exam using the Self-Regulated Strategy Development (SRSD) model with high school students with disabilities or at-risk for writing difficulties. Using a multiple baseline across participants design, four 10th grade students (three males, one female) were taught to analyze ACT prompts, plan, and write an argumentative essay using the SRSD model. Following instruction, students increased quality of their plans, number of argumentative elements, overall ACT essay score, number of words, and number of transition words in their ACT essays. Students were positive about the strategy, learning process, and its effects. |
|---|---|
| ISSN: | 0922-4777 |
| DOI: | 10.1007/s11145-018-9900-3 |
