Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties

Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the effectiveness of argumentative writing instruction for the ACT writing exam using the Self-Regulated Strategy Development (SRSD) model...

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Bibliographic Details
Published in:Reading & writing 2019-06, Vol.32 (6), p.1507-1529
Main Authors: Ray, Amber B., Graham, Steve, Liu, Xinghua
Format: Article
Language:English
Subjects:
Argumentation
At Risk Students
College Entrance Examinations
College students
Cues
Education
Essays
Grade 10
High School Students
Instructional Effectiveness
Language and Literature
Learning Processes
Linguistics
Literacy
Neurology
Persuasive Discourse
Placement tests
Psycholinguistics
Scores
Secondary school students
Social Sciences
Student Attitudes
Student writing
Students with Disabilities
Teaching Methods
Test Preparation
Writing Difficulties
Writing Improvement
Writing instruction
Writing Processes
Writing Strategies
Writing Tests
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Summary:Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the effectiveness of argumentative writing instruction for the ACT writing exam using the Self-Regulated Strategy Development (SRSD) model with high school students with disabilities or at-risk for writing difficulties. Using a multiple baseline across participants design, four 10th grade students (three males, one female) were taught to analyze ACT prompts, plan, and write an argumentative essay using the SRSD model. Following instruction, students increased quality of their plans, number of argumentative elements, overall ACT essay score, number of words, and number of transition words in their ACT essays. Students were positive about the strategy, learning process, and its effects.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-018-9900-3