Instruction in a Strategy for Compare–Contrast Writing

Students learned a strategy for planning, writing, and evaluating compare–contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students,...

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Bibliographic Details
Published in:Exceptional children 2010-06, Vol.76 (4), p.438-456
Main Authors: MacArthur, Charles A., Philippakos, Zoi
Format: Article
Language:English
Subjects:
Achievement Gains
Adolescents
Cognitive Processes
Comparative Analysis
Disabled children
Education
Educational aspects
Educational Change
Essays
Knowledge Level
Language Skills
Learning
Learning Disabilities
Learning Strategies
Management
Meta Analysis
Problem Solving
Prompting
School prose
Self Control
Self Efficacy
Skills
Student Motivation
Students with disabilities
Studies
Text Structure
Wechsler Intelligence Scale for Children
Woodcock Johnson Tests of Cognitive Ability
Works
Writing Assignments
Writing Instruction
Writing Processes
Writing Skills
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Summary:Students learned a strategy for planning, writing, and evaluating compare–contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students, 3 with learning disabilities in writing and 3 average writers, were taught in pairs in a multiple baseline design. All students made substantial gains in text structure elements (percentage of non-overlapping data [PND] = 100%) and in overall writing quality (PND = 85%). Gains in mean quality scores for individual students ranged from 1.2 to 3.2 on a 6-point scale. Gains in text structure elements were maintained for the 4 students who could be assessed; gains in quality were maintained for 2 students. Self-efficacy increased for all students.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440291007600404