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ERIC Number: ED525620
Record Type: Non-Journal
Publication Date: 2010
Pages: 109
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-8772-4
Effects of Self-Regulated Strategy Development for Writing on High School Students with Learning Disabilities
Hoover, Theresa M.
ProQuest LLC, Ph.D. Dissertation, The Pennsylvania State University
High school students with Learning Disabilities (LD) often have difficulty expressing their thoughts in writing. At the secondary level, writing becomes paramount to successfully navigating the curriculum and expressing knowledge. In this study, the effectiveness of Self-Regulated Strategy Development for POW ("P"ick my idea, "O"rganize my notes, "W"rite and say more) + TREE ("T"opic sentence, "R"easons--three or more, "E"xamine, "E"nding) for persuasive quick writes with four high school students with LD was investigated. Results indicated an increase in the number of response parts written and increased stability in the number of words written. The social validity of the intervention was also deemed positive by the participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A