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

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. Students were taught a planning and composing strategy for successfully taking this test using the Self-Regulated Strategy Development (SRSD) model.

Reuse Permissions
  • 3.6 MB application/pdf

    Download count: 0

    Details

    Contributors
    Date Created
    • 2017
    Resource Type
  • Text
  • Collections this item is in
    Note
    • Partial requirement for: Ph.D., Arizona State University, 2017
      Note type
      thesis
    • Includes bibliographical references
      Note type
      bibliography
    • Field of study: Learning, literacies and technologies

    Citation and reuse

    Statement of Responsibility

    by Amber Beth Ray

    Machine-readable links