This Article Full Text (OnlineFirst PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Mason, L. H. Articles by Taft, R. J. PubMed Articles by Mason, L. H. Articles by Taft, R. J. Social Bookmarking                         What's this?

Developing Quick Writing Skills of Middle School Students With Disabilities

¹ The Pennsylvania State University, University Park, PA, USA
² University of Missouri, Kansas City, MO, USA

^* To whom correspondence should be addressed. E-mail: lhm12{at}psu.edu.

	Abstract

Two multiple-baseline, across-participants design studies were used to examine persuasive quick write (10-minute writing responses) performance of seventh-grade students with disabilities. In the first study, 6 students were taught by a graduate research assistant; in the second study, 10 students were taught by their special education teacher. In both studies, students’ written responses were evaluated before, during, and after self-regulated strategy development instruction for the POW + TREE planning strategy (POW: pick my idea, organize my notes, write and say more; TREE: topic sentence, reasons—three or more, explain, ending). All study participants improved in the number of persuasive parts included and the quality of the written response immediately after and weeks following instruction.

First published on October 21, 2009
The Journal of Special Education 2009, doi:10.1177/0022466909350780


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?