Developing quick writing skills of middle school students with disabilities /
By: Mason, Linda H.
Contributor(s): Kubina, Richard M. Jr | Taft, Raol J.
Description: 7 tables; 4 figs.; appendix A & B.ISSN: 0022-4669.Other title: The Journal of Special Education.Subject(s): WRITING | WRITING SKILLS-ELEMENTARY EDUCATIONDDC classification: 050/M38 Summary: 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.| Item type | Current location | Collection | Call number | Status | Date due | Barcode |
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Periodicals Journal Bound
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College Library Periodical Section | GC | AI 050/M38 (Browse shelf) | Available |
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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.
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