Matching Items (2)
Description
With Common Core State Standards (CCSS), all students are held to the same high expectations, including students learning English and other learners who may have academic difficulties. Many students learning English have trouble writing and need effective writing strategies to meet the demands the standards present. Ten fourth and fifth grade students learning English (6 girls and 4 boys), whose home language was Spanish, participated in a multiple baseline design across three small groups of participants with multiple probes during baseline. In this study, self-regulated strategy development (SRSD) for opinion writing using students’ own ideas was evaluated. Students who participated in this study demonstrated an increase in: the number of persuasive elements (e.g. premise, reasons, elaborations, and conclusion) included in their essays, overall essay quality, and the number of linking words used when writing opinion essays using their own ideas. Additionally, students’ knowledge of the writing process and opinion-writing genre improved. Students found the instruction to be socially acceptable. Limitations and directions for future research are discussed.
ContributorsBarkel, Ashley Amanda (Author) / Harris, Karen R. (Thesis advisor) / Graham, Stephen (Committee member) / McCoy, Kathleen (Committee member) / Arizona State University (Publisher)
Created2018
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. Students were taught a planning and composing strategy for successfully taking this test using the Self-Regulated Strategy Development (SRSD) model. A randomized control trial was conducted where 20 high school students were randomly assigned to a treatment (N = 10) or control (N = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students’ planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, future research, and implications for practice are discussed.
ContributorsRay, Amber Beth (Author) / Graham, Stephen (Thesis advisor) / Harris, Karen R. (Committee member) / Hart Barnett, Juliet (Committee member) / Arizona State University (Publisher)
Created2017