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ERIC Number: EJ970684
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0014-4029
The Effectiveness of Teaching 10th-Grade Students STOP, AIMS, and DARE for Planning and Drafting Persuasive Text
Kiuhara, Sharlene A.; O'Neill, Robert E.; Hawken, Leanne S.; Graham, Steve
Exceptional Children, v78 n3 p335-355 Spr 2012
Explicitly and systematically teaching strategies for planning and drafting specific types of text has improved the writing of elementary and middle school students with disabilities in previous studies. In this investigation, we examined the effect of teaching a planning and drafting strategy for persuasive writing to high school students with disabilities who were also struggling writers. Six 10th-grade students (4 boys, 2 girls) were taught how to plan and write persuasive essays using the Self-Regulated Strategy Development model. A multiple baseline design, with multiple probes during baseline, treatment, and postinstruction, was used to evaluate the effectiveness of instruction. During and following instruction, all students spent a greater amount of time planning and writing their papers. Their compositions became longer, more complete, and qualitatively better. Students, teachers, and parents were also positive about the treatment and its effects. (Contains 1 table and 3 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 11; Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards