Teaching Summary Writing to Students with Learning Disabilities via Strategy Instruction

Autor/inn/en	Saddler, Bruce; Asaro-Saddler, Kristie; Moeyaert, Mariola; Cuccio-Slichko, Julienne
Titel	Teaching Summary Writing to Students with Learning Disabilities via Strategy Instruction
Quelle	In: Reading & Writing Quarterly, 35 (2019) 6, S.572-586 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2019.1600085
Schlagwörter	Writing Instruction; Students with Disabilities; Learning Disabilities; Grade 5; Grade 6; Mnemonics; Self Management; Writing Improvement; Reading Writing Relationship; Suburban Schools; Children; Intelligence Tests; Writing Difficulties; Educational Strategies; Middle School Students; New York; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Schreibunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Mnemotechnik; Selbstmanagement; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Child; Kind; Kinder; Intelligence test; Intelligenztest; Schreibstörung; Lehrstrategie; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	In this single-case design study we examined the effects of a summarizing strategy on the written summaries of students with learning disabilities (LD). Three students with LD in fifth and sixth grades learned a mnemonic-based strategy (WINDOW) for writing summaries taught using the self-regulated strategy development (SRSD) approach. Visual analyses were conducted, along with estimated effect sizes using quantitative methods at both the individual level and across cases. Results indicate that the treatment program had a positive effect on the quality of written summaries. Anecdotal evidence suggested that the students understood the strategy and could independently recall the steps of the strategy by the end of the intervention. Results suggest that the strategy has the potential to improve the summary writing skills of students with LD. Limitations and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01