Story writing: The effects of self-regulated strategy development for second-grade students with writing and behavioral difficulties
Lane, Kathleen Lynne Graham, Steve Harris, Karen Little, M. Annette Sandmel, Karin Brindle, Mary
Lane, Kathleen Lynne
Graham, Steve
Harris, Karen
Little, M. Annette
Sandmel, Karin
Brindle, Mary
Abstract
The effects of a secondary academic intervention implemented within the context of a three-tiered, positive behavior support model were examined in this study. Second-grade students with limited writing skills who also had either externalizing or internalizing behavior patterns were identified for participation using schoolwide data. Students learned how to plan and write stories using the self-regulated strategy development model. Results of two multiple-probe designs, one for students with externalizing behaviors (three females, four males) and a second for students with internalizing behaviors (two females, four males), revealed lasting increases in story elements as well as improvements in story quality and length. Teachers and students rated the intervention favorably, with most reporting that the intervention exceeded their initial expectations. Limitations and directions for future research are presented.
Keywords
Date
2010
Type
Journal article
Journal
The Journal of Special Education
Book
Volume
44
Issue
2
Page Range
107-128
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts