Date Approved
10-29-2013
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Special Education
Department
Language, Literacy, and Special Education
College
College of Education
Advisor
Xin, Joy
Subject(s)
Composition (Language arts); Learning disabled teenagers
Disciplines
Special Education and Teaching
Abstract
The purpose of this study was to examine the effects on a combination of Direct Instruction (DI), self-regulation strategies, and computer-assisted writing instruction for high school students with learning disabilities (LD). Five students with LD participated in the study. A multiple baseline research design across students with ABC phases was used. During the baseline, the participants were required to free write 3 to 4 stories based on a topic. During the intervention, the combined strategies were taught, and students were guided to practice in developing their own stories. After two weeks, they were required to complete 2 stories to evaluate their maintenance. Results showed that their story length, correct words, complete sentences, as well as quality of writing were increased comparing to that of the baseline.
Recommended Citation
Lindsey, William, "Teaching expressive writing to high school students with learning disabilities using direct instruction, self-regulation, and computer-assisted instruction" (2013). Theses and Dissertations. 521.
https://rdw.rowan.edu/etd/521
