STOP and DARE: Self-Regulated Strategy Development for Persuasive Writing with Elementary Students with E/BD in a Residential Facility

2013 ◽  
Vol 36 (3) ◽  
pp. 81-99 ◽  
Author(s):  
Robin Parks Ennis ◽  
Kristine Jolivette ◽  
Lauren J. Boden
Keyword(s):  
Elementary Students ◽  
Persuasive Writing ◽  
Residential Facility ◽  
Strategy Development

Improving Persuasive Science Writing for Secondary Students With Emotional and Behavioral Disorders Educated in Residential Treatment Facilities

2018 ◽  
Vol 44 (4) ◽  
pp. 227-240 ◽  
Author(s):  
Justin D. Garwood ◽  
Margaret G. Werts ◽  
Linda H. Mason ◽  
Bronwyn Harris ◽  
Morgan B. Austin ◽  
...  
Keyword(s):  
Residential Treatment ◽  
Secondary Students ◽  
Behavioral Disorders ◽  
Complex Trauma ◽  
Emotional And Behavioral Disorders ◽  
Persuasive Writing ◽  
Science Writing ◽  
Strategy Development ◽  
Academic Skill ◽  
Treatment Facilities

Many students who have experienced complex trauma receive special education services related to emotional and behavioral disorders at residential treatment facilities (RTFs) as they undergo therapy. One academic skill in which students with emotional and behavioral disorders often struggle is writing. The current multi-probe, multiple-baseline, across-groups-of-students study involved a science teacher in an RTF delivering whole-class persuasive writing instruction using the self-regulated strategy development model with 11 secondary students experiencing complex trauma. Results suggested large effects for persuasive parts (overall Tau- U = .97), word count (overall Tau- U = .96), and holistic quality (overall Tau- U = .97), as well as high social validity among participants. Implications for providing instruction to students in RTF settings and future directions for this population are included.

Applying Different Interventions to Teach Writing to Students with Disabilities: A Review Study

2016 ◽  
Vol 6 (4) ◽  
pp. 733
Author(s):  
Yasaman Rouhani ◽  
Asghar Moulavi Nafchi ◽  
Seyyed Mehdi Ziaee
Keyword(s):  
Students With Disabilities ◽  
Effective Means ◽  
Persuasive Writing ◽  
Teaching Writing ◽  
Strategy Development ◽  
Complex Sentences ◽  
Sentence Level ◽  
Sentence Construction ◽  
Review Study ◽  
Simple Sentences

This review study explores four methods of teaching writing to students with disabilities. The goal of this review study, therefore, is to investigate writing interventions intended for students with more debilities than learning disabilities (LD) attempting to determine if students’ writing developed during the intervention. About 13 studies use self-regulated strategy development (SRSD) instruction and two studies combine SRSD with other instructions. Moreover, this review attempts to determine the possibility of applying journal writing instruction, persuasive writing, and sentence-level skills. Diverse strategies and skills, such as integration of reading and writing, handwriting, sentence construction, and grammar or usage are to be explicated. The results show that handwriting is an effective means to improve writing. Moreover, students are able to change the simple sentences to complex sentences. In addition, limitations and suggestions for further research have been presented.

Classwide Teacher Implementation of Self-Regulated Strategy Development for Writing with Students with E/BD in a Residential Facility

2014 ◽  
Vol 24 (1) ◽  
pp. 88-111 ◽  
Author(s):  
Robin Parks Ennis ◽  
Kristine Jolivette ◽  
Nicole Patton Terry ◽  
Laura D. Fredrick ◽  
Paul A. Alberto
Keyword(s):  
Residential Facility ◽  
Strategy Development ◽  
Teacher Implementation

Promoting Self-Advocacy Through Persuasive Writing for English Learners With Learning Disabilities

2019 ◽  
Vol 39 (2) ◽  
pp. 82-90
Author(s):  
Sara Jozwik ◽  
Yojanna Cuenca-Carlino
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Writing Instruction ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Persuasive Writing ◽  
Strategy Development ◽  
Self Advocacy ◽  
Written Text

Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.

Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities

2019 ◽  
Vol 45 (1) ◽  
pp. 122-146 ◽  
Author(s):  
Stephen Ciullo ◽  
Linda H. Mason ◽  
Laura Judd
Keyword(s):  
Learning Disabilities ◽  
Reading Interventions ◽  
Persuasive Writing ◽  
Multiple Baseline ◽  
Strategy Development ◽  
Students With Learning Disabilities ◽  
Baseline Design ◽  
Writing Students ◽  
Students With Ld ◽  
Essay Quality

Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quality and writing length. Implications for future integrated writing and reading interventions are provided.

scholarly journals POWER UP: A Persuasive Writing Strategy for Secondary Students with Emotional and Behavioral Disorders

2019 ◽  
Vol 8 (4) ◽  
pp. 32
Author(s):  
Philip D. Nordness ◽  
Jessica L. Hagaman ◽  
Rebecca Herskovitz ◽  
Elizabeth Leader-Janssen
Keyword(s):  
Secondary Students ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Persuasive Writing ◽  
Strategy Development ◽  
Mnemonic Strategy ◽  
Persuasive Essays ◽  
Writing Strategy ◽  
Students With Ebd

In the area of written expression, students with emotional and behavioral disorders (EBD) typically perform one to two grades below their same age, non-disabled peers. Unfortunately, there is a lack of research on writing interventions to improve these outcomes. The purpose of this study was to examine the effect of a persuasive writing strategy called POWER UP to improve the quality of persuasive essays for secondary students with EBD. The results suggest that a mnemonic strategy based on the Self-Regulated Strategy Development Model (SRSD) can improve the quality of persuasive writing essays for secondary students with EBD.

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