Strategy Instruction in Planning: Teaching Students with Learning and Writing Disabilities to Compose Persuasive and Expository Essays

1997 ◽  
Vol 20 (3) ◽  
pp. 227-248 ◽  
Author(s):  
Susan De La Paz
Keyword(s):  
General Education ◽  
Strategy Instruction ◽  
Eighth Graders ◽  
Strategy Development ◽  
Planning Strategy ◽  
Individual Instruction ◽  
Persuasive Essays ◽  
Instructional Procedures ◽  
Writing Disabilities ◽  
Resource Rooms

This article summarizes two intervention studies using the Self-Regulated Strategy Development (SRSD) model of instruction. The major objective of the studies was to evaluate the effectiveness of teaching students with learning and writing disabilities an approach to planning persuasive essays before and during composing. An in-progress investigation will also be described, in which the planning strategy has been modified to accommodate a change in genre from persuasive to expository writing. Instructional effects have been investigated using different research designs (multiple-baseline-across-subjects with multiple probes in baseline and between-group comparisons); in different settings (individual instruction, small groups in resource rooms, and general education classrooms); and with different types of students (fifth through eighth graders, including students with and without learning disabilities). Instructional procedures and methodology from these studies are summarized, and the central findings from the first two investigations are presented. Suggestions for future interventions that focus on planning strategies are proposed.

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

The Social and Academic Effects of Cooperative LEARN Strategy Instruction in Inclusive Elementary Classes

2020 ◽  
pp. 073194872094416
Author(s):  
D. Sue Vernon ◽  
Jean Bragg Schumaker ◽  
Donald D. Deshler
Keyword(s):  
General Education ◽  
Group Performance ◽  
Strategy Instruction ◽  
Instructional Program ◽  
Control Group ◽  
Study Group ◽  
Performance Study ◽  
Control Group Design ◽  
Academic Knowledge ◽  
Students With Ld

This study reports the effects of instruction of elementary students in a complex package of social and academic skills designed for use in cooperative groups while studying important information in inclusive general education classes. Twenty-five teachers and 519 fourth and fifth graders, including 45 students with learning disabilities (LD), participated. A pretest/posttest control-group design with random assignment was used to determine the effects of the instructional program. Data were analyzed for students with LD, all students with exceptionalities, and average-achieving (AA) students. Results indicated that experimental students’ scores on study-group performance, study-card creation, and tests of social and academic knowledge were significantly higher than control students’ scores. Furthermore, the number of prosocial behaviors and teamwork behaviors significantly increased for all subgroups of experimental students during study-group tasks, including students with LD and students with exceptionalities. Also, the number of antisocial behaviors significantly decreased for students with LD and students with exceptionalities.

scholarly journals Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

2017 ◽  
Vol 6 (4) ◽  
pp. 40 ◽  
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
General Education ◽  
Special Education Teachers ◽  
Psychological Empowerment ◽  
Self Regulation ◽  
General Education Teachers ◽  
Self Determination ◽  
Resource Room ◽  
Resource Rooms

The purpose of this study was to investigate whether there are differences in the teaching of self-determination between general and special education teachers in Taiwan. The participants were 380 teachers recruited from elementary schools nationwide in Taiwan. Among them, 128 were general education teachers, while the others were special educators providing services in either resource rooms (n = 125) or self-contained classrooms (n = 127). The Teaching Self-Determination Scale (TSDS) was used to collect data. Descriptive statistics, t tests, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data. Findings showed that both general and special education teachers’ level of teaching self-determination was in the range of “sometimes to often”. Nevertheless, general education teachers’ level in teaching psychological empowerment, self-regulation, and autonomous skills was higher than that of their special education counterparts. Additionally, general educators tended to focus the most on instructing psychological empowerment abilities, while the self-contained classroom teachers paid intense attention to the teaching of autonomous skills. Resource room teachers demonstrated a relatively balanced instruction of various skills. Findings of this study enabled us to further understand elementary school teachers’ level of teaching self-determination and its characteristics as well. Suggestion and implications are provided.

Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development

2020 ◽  
Vol 56 (3) ◽  
pp. 131-140
Author(s):  
Sara Sanders ◽  
Lauren Hart Rollins ◽  
Linda H. Mason ◽  
Ashley Shaw ◽  
Kristine Jolivette
Keyword(s):  
Reading Comprehension ◽  
Students With Disabilities ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Academic Skills ◽  
Strategy Development ◽  
Instructional Approach ◽  
Self Monitoring

Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.

scholarly journals English Language Learner Instruction in Middle School Mainstream Classrooms

2021 ◽  
Vol 4 (1) ◽  
pp. p1
Author(s):  
Lakisha M. Nelson ◽  
Michelle M. McCraney ◽  
Ruby Burgess ◽  
Sunddip Panesar-Aguilar ◽  
Chris Cale
Keyword(s):  
Professional Development ◽  
Middle School ◽  
English Language Learners ◽  
School District ◽  
General Education ◽  
Instructional Strategies ◽  
English Language ◽  
General Education Teachers ◽  
Language Learner ◽  
Individual Instruction

In a southeastern state, Grade 7 and 8 middle school general education teachers were not implementing cultural and individual instructional strategies consistently to support the academic achievement of the growing population of English Language Learners (ELLs). The purpose and key research questions of this qualitative study were designed to (a) identify what cultural relevant instructional strategies Grades 7 and 8 middle school general education teachers implement, (b) identify what individual relevant instructional strategies, and (c) understand what perceptions teachers have regarding strategies to facilitate consistent implementation of cultural and individual instruction to support ELLs. The nine participants were middle school (i.e., Grade 7 and 8) general education teachers from a school district in a southeastern state. Data were gathered through semistructured interviews and the themes included teachers’ beliefs in their abilities to provide consistent instruction to support ELLs, use of varied individual instructional strategies to support ELLs, use of varied cultural instructional strategies to support the needs of ELLs, and their want of preparation and relevant professional development to instruct ELLs. The findings have implications for positive social change, including identifying areas where professional development and focused instruction on the cultural and individual needs of ELLs increase teachers’ knowledge, skills, consistency, and perceived ability to support ELLs in the local school district.

scholarly journals The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course

2021 ◽  
Vol 16 ◽  
pp. 69-87
Author(s):  
Valerie Whittlesey ◽  
Hillary Steiner
Keyword(s):  
General Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Introductory Psychology ◽  
Self Regulated Learning ◽  
Passive Learning ◽  
Regulated Learning ◽  
Passive Strategies ◽  
Psychology Course

College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours of study, and increased academic performance. Strategy project interventions can be effective for introductory courses. However, because students may revert to passive strategies that worked in the past, strategy instruction should be extended throughout a course.

Mathematics in General Education

1966 ◽  
Vol 59 (5) ◽  
pp. 426-431
Author(s):  
Elsie J. Alberty
Keyword(s):  
General Education ◽  
Mathematics Curriculum ◽  
Considerable Research ◽  
Instructional Procedures

In recent years increasing attention has been given to the significance of mathematics in our culture and to the rapidity with which mathematics has been changing and producing change. As a consequence, there has been much concern both for the content of the mathematics curriculum and for the instructional procedures which characterize the mathematics programs of the schools of our nation. A variety of proposals for developing more effective mathematics programs have been made and considerable research and experimentation has been carried on.

Reading Interventions for Students with Emotional/Behavioral Disorders

2000 ◽  
Vol 25 (2) ◽  
pp. 93-104 ◽  
Author(s):  
Maggie Coleman ◽  
Sharon Vaughn
Keyword(s):  
Focus Group ◽  
General Education ◽  
Behavioral Disorders ◽  
Selection Criteria ◽  
Reading Interventions ◽  
Review Of Literature ◽  
School Students ◽  
Cross Age Tutoring ◽  
General Education Curriculum ◽  
Instructional Procedures

Although children with emotional or behavioral disorders (E/BD) demonstrate significant difficulties in reading, little research has addressed the efficacy of reading interventions with this population. This study began with a review of literature published since 1975 regarding reading interventions with elementary school students with E/BD. Because only eight publications were found that met their selection criteria, the authors conducted a focus group with teachers of students with E/BD. Among the themes voiced by teachers were the emotional variability of their students, fear of failure and trust issues, and the ensuing challenges of motivating students. Both the literature review and the focus group indicated that cross-age tutoring and direct or explicit instruction may hold some promise for students with E/BD. However, neither the review nor the focus group revealed specific instructional procedures that are helpful with these students. The lack of a knowledge base in this area is particularly disturbing given the current priority placed on early reading, the push toward inclusion, and the requirement of access to the general education curriculum for students with E/BD.

scholarly journals POWER UP: A Persuasive Writing Strategy for Secondary Students with Emotional and Behavioral Disorders

2019 ◽  
Vol 8 (4) ◽  
pp. 32
Author(s):  
Philip D. Nordness ◽  
Jessica L. Hagaman ◽  
Rebecca Herskovitz ◽  
Elizabeth Leader-Janssen
Keyword(s):  
Secondary Students ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Persuasive Writing ◽  
Strategy Development ◽  
Mnemonic Strategy ◽  
Persuasive Essays ◽  
Writing Strategy ◽  
Students With Ebd

In the area of written expression, students with emotional and behavioral disorders (EBD) typically perform one to two grades below their same age, non-disabled peers. Unfortunately, there is a lack of research on writing interventions to improve these outcomes. The purpose of this study was to examine the effect of a persuasive writing strategy called POWER UP to improve the quality of persuasive essays for secondary students with EBD. The results suggest that a mnemonic strategy based on the Self-Regulated Strategy Development Model (SRSD) can improve the quality of persuasive writing essays for secondary students with EBD.

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