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Peer reviewed
Direct linkMason, Linda H.; Zheng, Shuting – Learning Disabilities: A Multidisciplinary Journal, 2018
The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who received treatment improved performance with small…
Descriptors: Writing Instruction, Reading Instruction, Middle School Students, Special Education Teachers
Download full textMason, Linda H.; Cramer, Anne Mong; Garwood, Justin D.; Varghese, Cheryl; Hamm, Jill; Murray, Allen – Rural Special Education Quarterly, 2017
A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers…
Descriptors: Writing Strategies, Writing Instruction, Disabilities, Rural Schools
