Author(s)

Shawna Richetti

Date Approved

9-11-2012

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Language, Literacy, and Special Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Language arts--Study and teaching;Learning disabled children

Disciplines

Special Education and Teaching

Abstract

The purposes of this investigation were to evaluate the use of the Reasoning & Writing Direct Instruction program, examine the curriculum-based measurement tools for writing fluency of Total Words Written and Correct Word Sequence, examine the impact of teaching students with disabilities self-management techniques, including self-monitoring, self-graphing, and self-reflecting, and review how self-reflections toward writing and writing performances change through the process. Three fifth grade students, all receiving replacement writing instruction via a resource room, participated in this study. Two of the participants were classified as having a Specific Learning Disability, and one as Other Health Impaired. A single subject design with change of conditions was used to determine if Direct Instruction and self-management techniques increased student writing skills. Over the four month study, students were provided with daily Direct Instruction with self-monitoring and self-graphing of their writing performances via three-minute writing probes given twice weekly. Student reflections were also examined as pre and post surveys were given to review whether self-reflections became more accurate or positive after self-management strategies were taught. Means for both TWW and CWS showed slight to moderate effects when self-graphing took place. Positive changes in the planning and organizing phases of the writing process were seen, with a decrease in perceptual ease with editing and revising. Using short, timed writing probes and student self-graphing, teachers were able to measure student performance quickly on writing quality, and build academic self-management skills in the classroom. Further studies with a large student population are recommended to examine effects of selfmanagement on writing performance of students with learning disabilities.

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