The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties
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.|
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.
|Journal||The Journal of Special Education|
|Publisher||Sage Publications Ltd.|
|Page range||234 - 253|
|Research Group||Institute for Learning Sciences and Teacher Education (ILSTE)|
|Place of publication||United States of America|
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