Education for Whom? The Writing is on the Walls

Graham, Matthew; Ivey, Allison; DeRosia, Nicholette; Skorodinsky, Makseem

doi:10.1080/10665684.2020.1791765

Cited by 4 publications

(1 citation statement)

References 63 publications

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“…Extensive research supports the benefits of strategy instruction in writing, ranging from broadly defined practices such as brainstorming to explicit instruction to complete a specific writing task. In a 2007 meta-analysis of writing instruction for adolescents, strategy instruction for struggling writers was reported to have a greater effect size (d = 1.02) than strategy SRSD and ARGUMENT WRITING instruction for students in the general education setting (d=.70) (Graham & Perin, 2007).…”

Section: Effects On Dependent Measuresmentioning

confidence: 98%

Examining the Effects of Self-Regulated Strategy Development Instruction on Argument Writing Skills of High School Students with Mild Disabilities

Bewley

2023

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Data from the National Center for Education Statistics (2012) indicates that a large majority of students with disabilities continue to perform at basic proficiency or below in writing, which has serious implications for post-secondary academic endeavors and successful transition into the workforce (US Department of Labor, 2014; Bureau of Labor Statistics, 2017). Therefore, it is imperative to identify and implement effective writing interventions for this population of students. Self-Regulated Strategy Development (SRSD) has been widely researched in elementary and middle school settings, but more research needs to be conducted with high school students. This study aimed to examine the impact of SRSD on the argument writing of three high school students with mild disabilities using a multiple baseline research design in a secondary setting. The results of this research extend the existing body of evidence related to writing interventions for secondary students with disabilities who intend to pursue post-secondary education and inform possible directions for postsecondary writing interventions for students with disabilities.

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Section: Effects On Dependent Measuresmentioning

confidence: 98%