Description
High school students with high-incidence disabilities and struggling writers face considerable challenges when taking high-stakes writing assessments designed to examine their suitability for entrance to college. I examined the effectiveness of a writing intervention for improving these students’ performance on a popular college entrance exam, the writing assessment for the ACT.
Copyright Statement
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Contributors
- Ray, Amber Beth (Author)
- Graham, Stephen (Thesis advisor)
- Harris, Karen R. (Committee member)
- Hart Barnett, Juliet (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2017
Subjects
- Special Education
- Education, Secondary
- College Entrance Exam
- High School Students
- Learning Disabilities
- Self-Regulated Strategy Development
- Struggling Writers
- Writing intervention
- English language--Composition and exercises--Study and teaching (Secondary)--United States.
- Learning disabled teenagers--Education (Secondary)--United States.
- Learning disabled teenagers
- College preparation programs--United States.
- College preparation programs
Resource Type
Collections this item is in
Note
- Partial requirement for: Ph.D., Arizona State University, 2017Note typethesis
- Includes bibliographical referencesNote typebibliography
- Field of study: Learning, literacies and technologies
Citation and reuse
Statement of Responsibility
by Amber Beth Ray