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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 0000-0002-6527-7102), Graham, Steve
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
FullText Links:
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IllustrationInfo
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  Data: A College Entrance Essay Exam Intervention for Students with High-Incidence Disabilities and Struggling Writers
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  Data: <searchLink fieldCode="AR" term="%22Ray%2C+Amber+B%2E%22">Ray, Amber B.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6527-7102">0000-0002-6527-7102</externalLink>)<br /><searchLink fieldCode="AR" term="%22Graham%2C+Steve%22">Graham, Steve</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disability+Quarterly%22"><i>Learning Disability Quarterly</i></searchLink>. Nov 2021 44(4):275-287.
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  Data: 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
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  Data: 13
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Difficulties%22">Writing Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Tests%22">Writing Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Essay+Tests%22">Essay Tests</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Preparation%22">Test Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome+Measures%22">Outcome Measures</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22ACT+Assessment%22">ACT Assessment</searchLink>
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  Data: 10.1177/0731948720917761
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  Data: 0731-9487
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2021
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  Data: EJ1313813
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        Value: 10.1177/0731948720917761
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 275
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Writing Difficulties
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Writing Tests
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      – SubjectFull: Essay Tests
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      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: High Stakes Tests
        Type: general
      – SubjectFull: Test Preparation
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Outcome Measures
        Type: general
      – SubjectFull: ACT Assessment
        Type: general
    Titles:
      – TitleFull: A College Entrance Essay Exam Intervention for Students with High-Incidence Disabilities and Struggling Writers
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            NameFull: Graham, Steve
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