A College Entrance Essay Exam Intervention for Students with High-Incidence Disabilities and Struggling Writers
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| Title: | A College Entrance Essay Exam Intervention for Students with High-Incidence Disabilities and Struggling Writers |
|---|---|
| Language: | English |
| Authors: | Ray, Amber B. (ORCID |
| Source: | Learning Disability Quarterly. Nov 2021 44(4):275-287. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | High School Students, Students with Disabilities, Writing Difficulties, Writing Evaluation, Writing Tests, Essay Tests, College Entrance Examinations, Intervention, High Stakes Tests, Test Preparation, Writing (Composition), Persuasive Discourse, Instructional Effectiveness, Outcome Measures |
| Assessment and Survey Identifiers: | ACT Assessment |
| DOI: | 10.1177/0731948720917761 |
| ISSN: | 0731-9487 |
| Abstract: | High school students with high-incidence disabilities and struggling writers face considerable challenges when taking writing assessments designed for college entrance. This study examined the effectiveness of a writing intervention for improving students' performance on a college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the self-regulated strategy development (SRSD) model. A true-experiment was conducted where 20 high school students were randomly assigned to a treatment (n = 10) or control (n = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students' planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, future research, and implications for practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1313813 |
| Database: | ERIC |
| Abstract: | High school students with high-incidence disabilities and struggling writers face considerable challenges when taking writing assessments designed for college entrance. This study examined the effectiveness of a writing intervention for improving students' performance on a college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the self-regulated strategy development (SRSD) model. A true-experiment was conducted where 20 high school students were randomly assigned to a treatment (n = 10) or control (n = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students' planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, future research, and implications for practice are discussed. |
|---|---|
| ISSN: | 0731-9487 |
| DOI: | 10.1177/0731948720917761 |
