ERIC Number: EJ1309920
Record Type: Journal
Publication Date: 2021-Aug
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings
Learning Disabilities Research & Practice, v36 n3 p188-200 Aug 2021
Writing is an essential academic skill that proves challenging for many learners both with and without diagnosed learning disabilities. In this multiple probe across participants study, a fifth-grade special educator in an inclusive setting implemented Self-regulated Strategy Development for the informational genre. Eight Black students participated--five had IEPs, three were referred by teachers. Research questions explored fidelity of SRSD instruction following practice-based professional development; social validity; and the impact on writing outcomes including genre elements, length, holistic quality, strategy use, and academic vocabulary. The teacher implemented SRSD with high fidelity. All writing outcomes increased following intervention. Instances of copying text directly from sources decreased. Both teacher and students rated SRSD high on measures of social validity.
Descriptors: Writing Instruction, Self Control, Writing Strategies, Grade 5, Elementary School Students, Inclusion, African American Students, Instructional Effectiveness, Program Evaluation
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A