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ERIC Number: EJ1168140
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0936-2835
The Effects of a Summary Writing Strategy on the Literacy Skills of Adolescents with Disabilities
Asaro-Saddler, Kristie; Muir-Knox, Haley; Meredith, Holly
Exceptionality, v26 n2 p106-118 2018
Many adolescents, particularly adolescents with disabilities, have difficulty with literacy tasks such as reading and writing. Yet research has found that when students with disabilities receive appropriate instruction, they typically are able to improve their overall writing outcomes. This study explored the effectiveness of a summary writing strategy taught through a mnemonic device (WINDOW) with prompts for self-regulation on the summary writing and reading comprehension of high school students with disabilities. Results indicated that the students who received the intervention wrote longer and higher quality summaries and improved their reading comprehension scores after learning the strategy when compared to a control group. These outcomes indicate that the WINDOW strategy may have the potential to improve reading and writing outcomes for high school students with disabilities. Implications for practice and future research 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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York