Essay-Writing Strategy for Students Enrolled in a Postsecondary Program for Individuals With Developmental Disabilities

Woods-Groves, Suzanne; Therrien, William J.; Hua, Youjia; Hendrickson, Jo M.

doi:10.1177/0741932512440182

Cited by 12 publications

(10 citation statements)

References 20 publications

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“…While students without significant writing deficits may benefit from constructivist writing strategies, students who require more support in writing tend to benefit from cognitive strategy instruction (Graham & Harris, 1994), which is not the typical teaching method used in college settings. However, for students with ID attending PSE, writing instruction using strategy instruction has shown to be beneficial (Woods-Groves et al, 2012a;2012b;2014;.…”

Section: Cognitive Strategy Instructionmentioning

confidence: 99%

“…However, it is clear that more research is needed to replicate these findings. As indicated in Table 1, a recent influx of studies has focused on the writing instruction for students with disabilities at the postsecondary level (Woods-Groves et al, 2012a, 2012b, 2014.…”

Section: Pnd = 100%mentioning

confidence: 99%

“…The postsecondary studies from Woods-Groves et al (2012a;2012b;2014; used the Essay Test-Taking Strategy and the EDIT Strategy. The Essay Test-Taking Strategy includes an eight-step instructional procedure to teach students how to accurately answer a given essay question using the mnemonic ANSWER to help the students remember the instructional steps.…”

Section: Pnd = 100%mentioning

confidence: 99%

“…Overall, four studies have demonstrated positive significant effects for the treatment group indicating that students at the postsecondary level with ID can benefit from SIM instruction (Woods-Groves et al, 2012a;2012b;2014;. Not only can this population benefit from SIM instruction, but SIM instruction has been shown to have beneficial impacts on students writing.…”

Section: Pnd = 100%mentioning

confidence: 99%

“…Research suggests that students (including students with ID) can benefit from writing instruction (Graham & Perin, 2007;Mason & Graham, 2008;Rogers & Graham, 2008;Joseph & Konrad, 2009). Furthermore, students at the postsecondary level with ID can benefit from writing instruction (Woods-Groves et al, 2012a;Woods-Groves, Therrien, Hua, & Hendrickson, 2012b;Woods-Groves et al, 2014;Woods-Groves et al, 2015). But despite this evidence, there are very few studies on writing strategies for students with ID in PSE (Grigal, Hart, & Paiewonsky, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Efficacy of a sentence writing strategy for postsecondary students with special needs

Kaldenberg¹

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Almost everyone who is going to read this is someone who made this possible. As I have learned throughout life, there is very little I can do on my own. Even when things appear to be authored by one, many hearts and minds were involved. I want to thank my professors, my colleagues, and my supporters. Because of your help, this project is complete. To my professors, together you have shown me the way. You have taken me by the hand and led me down the path. You have opened doors and honed my skills. To you, I thank you. Dr. Bill Therrien, thank you for believing in my potential. Thank you for providing me with opportunities to learn and to lead, and please know that I have profited from your constructive feedback along the way. Dr. John Hosp, I appreciate your passion and commitment to excellence. Your leadership drives students to approach research in new and interesting ways, and thank you for taking time to explain complex concepts providing deeper understanding. Dr. Suzanne Woods-Groves, you involved me in your work early on. Because I watched and learned from you, I felt confident conducting this research project, and for that I am grateful. Dr. Jo Hendrickson, thank you for your support and for allowing me the opportunity to work with the greatest students around. Dr. Tim Ansley, thank you for your dedication to your field. You communicate your statistical expertise in a way that is interesting and applicable. Your help was essential. Dr. Sheila Barron, your assistance in running the analyses and interpreting the statistical outputs was indispensable. Also, I would like to thank Dr. Youjia Hua and Dr. Allison Bruhn for their insight into single-subject research and for including me in meaningful research opportunities. v To my colleagues, thank you for your friendship and collaboration over the years. To my colleagues who have graduated, thank you for leading the way. Last, thank you to my family for encouraging me to pursue my passion. You believed that this was something that I could do; therefore, I believed it too. Thank you for your support and for your help. Without you, this would not have been possible.

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Section: Cognitive Strategy Instructionmentioning

confidence: 99%

Section: Pnd = 100%mentioning

confidence: 99%

Section: Pnd = 100%mentioning

confidence: 99%

Section: Pnd = 100%mentioning

confidence: 99%