Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties

Amber B. Ray; Stephen Graham; Xinghua Liu

doi:10.1007/s11145-018-9900-3

Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties

Amber B. Ray, Stephen Graham, Xinghua Liu

Research output: Contribution to journal › Article › peer-review

15 Scopus citations

Abstract

Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the effectiveness of argumentative writing instruction for the ACT writing exam using the Self-Regulated Strategy Development (SRSD) model with high school students with disabilities or at-risk for writing difficulties. Using a multiple baseline across participants design, four 10th grade students (three males, one female) were taught to analyze ACT prompts, plan, and write an argumentative essay using the SRSD model. Following instruction, students increased quality of their plans, number of argumentative elements, overall ACT essay score, number of words, and number of transition words in their ACT essays. Students were positive about the strategy, learning process, and its effects.

Original language	English (US)
Pages (from-to)	1507-1529
Number of pages	23
Journal	Reading and Writing
Volume	32
Issue number	6
DOIs	https://doi.org/10.1007/s11145-018-9900-3
State	Published - Jun 15 2019

Keywords

Secondary education
Self-Regulated Strategy Development
Writing intervention

ASJC Scopus subject areas

Neuropsychology and Physiological Psychology
Education
Linguistics and Language
Speech and Hearing

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10.1007/s11145-018-9900-3

Cite this

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abstract = "Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the effectiveness of argumentative writing instruction for the ACT writing exam using the Self-Regulated Strategy Development (SRSD) model with high school students with disabilities or at-risk for writing difficulties. Using a multiple baseline across participants design, four 10th grade students (three males, one female) were taught to analyze ACT prompts, plan, and write an argumentative essay using the SRSD model. Following instruction, students increased quality of their plans, number of argumentative elements, overall ACT essay score, number of words, and number of transition words in their ACT essays. Students were positive about the strategy, learning process, and its effects.",

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AB - Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the effectiveness of argumentative writing instruction for the ACT writing exam using the Self-Regulated Strategy Development (SRSD) model with high school students with disabilities or at-risk for writing difficulties. Using a multiple baseline across participants design, four 10th grade students (three males, one female) were taught to analyze ACT prompts, plan, and write an argumentative essay using the SRSD model. Following instruction, students increased quality of their plans, number of argumentative elements, overall ACT essay score, number of words, and number of transition words in their ACT essays. Students were positive about the strategy, learning process, and its effects.

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Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties

Abstract

Keywords

ASJC Scopus subject areas

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