The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties
Journal article
Lane, Kathleen Lynne, Harris, Karen, Graham, Steve and Weisenbach, Jessica L.. (2008). The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties. The Journal of Special Education.
Authors | Lane, Kathleen Lynne, Harris, Karen, Graham, Steve and Weisenbach, Jessica L. |
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Abstract | The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in this study. Students were taught how to plan and draft a story using the self-regulated strategy development model. Results of this multiple-probe design revealed lasting improvements in story completeness, length, and quality for all 6 students. Students and teachers rated the intervention favorably, with some indicating that the intervention exceeded their expectations. Limitations and directions for future research are discussed. |
Year | 2008 |
Journal | The Journal of Special Education |
Publisher | Sage Publications Ltd. |
ISSN | 0022-4669 |
Scopus EID | 2-s2.0-39749095893 |
Page range | 234 - 253 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Place of publication | United States of America |
https://acuresearchbank.acu.edu.au/item/85q14/the-effects-of-self-regulated-strategy-development-on-the-writing-performance-of-second-grade-students-with-behavioral-and-writing-difficulties
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