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ERIC Number: EJ1087297
Record Type: Journal
Publication Date: 2014-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0198-7429
The Effects of Strategy Instruction for Writing and Revising Persuasive Quick Writes for Middle School Students with Emotional and Behavioral Disorders
Cramer, Anne Mong; Mason, Linda H.
Behavioral Disorders, v40 n1 p37-51 Nov 2014
A multiple baseline alternating treatment (A-B-C-D) design was used to evaluate the effectiveness of a writing and peer revision intervention. Eight middle school students enrolled in an alternative program for students with emotional and behavioral disorders received Self- Regulated Strategy Development (SRSD) for 10-minute quick writing and revision during planning. Assessment occurred across baseline, writing, and revision phases, and the last phase alternated between individual and peer revision. Measures included quality; number of traits and words; the ability of participants to identify, evaluate, and make revisions during planning; and the degree to which participants incorporated revision recommendations. Positive effects for writing and promise for peer revision were indicated. Implications for future research practice are discussed.
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications/behavioraldisorders
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
IES Grant or Contract Numbers: R324A07019907