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ERIC Number: EJ796832
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-4669
The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students with Behavioral and Writing Difficulties
Lane, Kathleen Lynne; Harris, Karen R.; Graham, Steve; Weisenbach, Jessica L.; Brindle, Mary; Morphy, Paul
Journal of Special Education, v41 n4 p234-253 2008
The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in this study. Students were taught how to plan and draft a story using the self-regulated strategy development model. Results of this multiple-probe design revealed lasting improvements in story completeness, length, and quality for all 6 students. Students and teachers rated the intervention favorably, with some indicating that the intervention exceeded their expectations. Limitations and directions for future research are discussed. (Contains 2 tables and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
IES Funded: Yes
Grant or Contract Numbers: R324B060018
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
IES Cited: ED533112