Effects of Self-Regulated Strategy Development on the persuasive essay writing of seventh grade students with disabilities
MA Special Education
Interdisciplinary and Inclusive Education
College of Education
Committee Member 1
Kuder, Sydney J.
learning disabilities, self-regulated strategy development, writing
Composition (Language Arts); Learning-disabled teenagers
Language and Literacy Education | Special Education and Teaching
The purpose of this study was to analyze the effect of Self-Regulated Strategy Development (SRSD) on the persuasive essay writing of seventh grade students with disabilities. Specifically the study analyzed the effects of SRSD on (a) essay length, (b) number of essay parts, and (c) essay quality. In addition, student satisfaction with SRSD was evaluated for social validity. Eight seventh grade students, seven male and one female, participated in the study. All students were classified with either learning disabilities (LD) or other health impairment (OHI). A single-subject multiple baseline across participants design was used. During the baseline phase, students wrote five persuasive essays. Students were split into three groups, and each group was taught six SRSD lessons. After each group finished the lessons, all students wrote another essay. Results show that after receiving SRSD instruction, students wrote longer, higher quality essays that included more essay parts. Student surveys given after instruction show that the intervention was socially accepted. Further research is needed to examine possible long-term benefits of SRSD for students with disabilities.
Scrivani, Amanda, "Effects of Self-Regulated Strategy Development on the persuasive essay writing of seventh grade students with disabilities" (2017). Theses and Dissertations. 2404.