NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ953770
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0936-2835
Effects of Self-Regulated Strategy Development for POW+TREE on High School Students with Learning Disabilities
Hoover, Theresa M.; Kubina, Richard M.; Mason, Linda H.
Exceptionality, v20 n1 p20-38 2012
High school students with learning disabilities 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 (Pick my idea, Organize my notes, Write and say more) + TREE (Topic sentence, Reasons--three or more, Examine, Ending) for persuasive quick writes with four high school students with learning disabilities was investigated. Results indicated an increase in the number of response parts written and increased stability in the number of words written. The participants who deemed the intervention as positive provided social validity. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: R324A070199