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ERIC Number: EJ1233507
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1057-3569
Teaching Summary Writing to Students with Learning Disabilities via Strategy Instruction
Saddler, Bruce; Asaro-Saddler, Kristie; Moeyaert, Mariola; Cuccio-Slichko, Julienne
Reading & Writing Quarterly, v35 n6 p572-586 2019
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children
Grant or Contract Numbers: N/A