The Effects of Self-Regulated Strategy Development on the Writing of Expository Essays for Adults With Written Expression Difficulties

2010 ◽  
Vol 33 (2) ◽  
pp. 124-136 ◽  
Author(s):  
Ann Bassett Berry ◽  
Linda H. Mason
Keyword(s):  
Adult Students ◽  
Multiple Baseline ◽  
Written Expression ◽  
Strategy Development ◽  
Writing Performance ◽  
Essay Writing ◽  
Word Use ◽  
General Equivalency Diploma ◽  
Multiple Probe ◽  
Expository Essays

A multiple-probe, multiple-baseline, across-subjects design was used to examine the writing performance of four low-achieving adult students with and without disabilities enrolled in general equivalency diploma (GED) preparatory classes. Students’ writing was evaluated before instruction and after self-regulated strategy development (SRSD) instruction for the POW (Pick my idea–pay attention to the prompt, Organize, Write and say more) + TREE (Topic sentence, Reasons, Explanations, Ending) + COPS (Capitalize, Organize, Punctuate, Sense) strategies. Results following the instruction indicated that students had learned to independently write expository essays. The number of essay parts and transition words increased, demonstrating evidence of organized essays. The number of words written and descriptive word use also increased. Gains were maintained on maintenance probes. All students who took the GED exam passed the essay-writing portion following the intervention.

Writing expository essays from social studies texts: a self-regulated strategy development study

2021 ◽  
Author(s):  
Alyson A. Collins ◽  
Stephen Ciullo ◽  
Steve Graham ◽  
Lisa L. Sigafoos ◽  
Sara Guerra ◽  
...  
Keyword(s):  
Social Studies ◽  
Strategy Development ◽  
Development Study ◽  
Expository Essays

scholarly journals The Effect of The POW + C-SPACE Strategy on Writing Skills of Students with Specific Learning Difficulties Attending Classes in the Resource Room

2021 ◽  
Vol 8 (3) ◽  
pp. 242-253
Author(s):  
Kürşat ÖĞÜLMÜŞ
Keyword(s):  
Writing Skills ◽  
Learning Difficulties ◽  
The Self ◽  
Strategy Development ◽  
Study Group ◽  
Resource Room ◽  
Story Writing ◽  
Independent Variable ◽  
Multiple Probe ◽  
Specific Learning

In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters – Setting – Purpose – Action – Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + C-SPACE strategy, it effectively developed the students' story writing skills.

The Effects of Formula Instruction on Knowledge and Use of the Target Formulas

2014 ◽  
Vol 1 (3) ◽  
pp. 71-78
Author(s):  
Nor Ashikin Ab Manan ◽  
Ambigapathy Pandian
Keyword(s):  
Direct Instruction ◽  
Academic Writing ◽  
Objective Test ◽  
Writing Performance ◽  
Essay Writing ◽  
Writing Test ◽  
Writing Class ◽  
Research Questions

This study was conducted to explore the benefits of formula instruction in an academic writing class. Its main objective is to determine whether the students’ knowledge of the target formulas can be enhanced through direct instruction of the target academic formulas (DIAF) chosen from the academic formula list (AFL).In this study, twenty  five formulas were selected from the Academic Formula List (Simpson-Valch & Ellis, 2010) as target formulas and were directly taught to a group of students attending an academic writing class. After five weeks of instruction, their knowledge of the target formulas was tested using an objective test and an academic essay writing test. This paper discusses the result of the study by addressing four research questions:  (1) What are the effects of formula instruction on the students’ knowledge of the target formulas? (2)  What are the effects of formula instruction on the students’ academic writing performance? (3) What are the effects of formula instruction on the use of the formulas in the academic essay? (4) What is the effect of target academic formula use on the scores of the academic essay writing test?

The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties

2008 ◽  
Vol 41 (4) ◽  
pp. 234-253 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Karen R. Harris ◽  
Steve Graham ◽  
Jessica L. Weisenbach ◽  
Mary Brindle ◽  
...  
Keyword(s):  
Strategy Development ◽  
Second Grade ◽  
Writing Difficulties ◽  
Writing Performance ◽  
Second Grade Students

scholarly journals Using "just in time" online feedback to improve first year undergraduate nursing students' essay writing performance

2019 ◽  
Vol 16 (4) ◽  
pp. 91-109
Author(s):  
Lisa Beccaria ◽  
◽  
Megan Kek ◽  
Henk Huijser ◽  
◽  
...  
Keyword(s):  
Nursing Students ◽  
Just In Time ◽  
First Year ◽  
Undergraduate Nursing Students ◽  
Writing Performance ◽  
Online Writing ◽  
Essay Writing ◽  
Undergraduate Nursing ◽  
Online Feedback ◽  
The Impact

Undergraduate nursing students often find essay writing challenging, and feel underprepared, yet the impact of using online feedback to support essay writing has been underexplored. First-year nursing students from a regional university were involved in a project that encouraged them to access an online tutoring service, as part of their development of an essay task. Significant differences were found in students’ final essay marks for those who accessed the online writing support. Students who accessed online writing support were also more likely to be deep, rather than surface learners. The findings indicate that the provision of prompt or ‘just in time’ feedback, using an online feedback mechanism, can greatly enhance students’ essay writing performance.

SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators

2019 ◽  
Vol 52 (5) ◽  
pp. 399-412
Author(s):  
Robin Parks Ennis ◽  
Mickey Losinski
Keyword(s):  
At Risk ◽  
Students With Disabilities ◽  
Small Groups ◽  
Functional Relationship ◽  
Treatment Fidelity ◽  
Multiple Baseline ◽  
Fifth Grade ◽  
Strategy Development ◽  
Students At Risk ◽  
Fifth Grade Students

Many students fall below benchmarks in the area of fractions computation, particularly students with disabilities. Self-regulated strategy development (SRSD) is one strategy with proven effectiveness for improving outcomes for students with disabilities, although very few studies have applied SRSD to the area of mathematics. In this study, we used SRSD Fractions to teach adding and subtracting fractions with unlike denominators, simplifying fractions, and converting fractions to mixed numbers using the mnemonics FILMS, CUT, and EDIT. A researcher provided instruction in small groups to fifth-grade students at risk for disabilities. The results from use of a multiple-baseline-across-groups design suggest a functional relationship between SRSD Fractions and 8 fifth-grade students’ digits correct on timed fraction probes. Results from treatment fidelity, social validity, and academic engagement during the intervention are also reported. We also discuss limitations and directions for future researchers.

Multiple Baseline and Multiple Probe Designs

2018 ◽  
pp. 239-281 ◽  
Author(s):  
David L. Gast ◽  
Blair P. Lloyd ◽  
Jennifer R. Ledford
Keyword(s):  
Multiple Baseline ◽  
Multiple Probe
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