Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities

Ciullo, Stephen; Mason, Linda; Judd, Laura

doi:10.1177/0145445519882894

Cited by 6 publications

(3 citation statements)

References 29 publications

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“…The study also found that when students were taught to use self-regulation strategies, such as setting goals and monitoring their progress, they were able to apply these strategies to other writing assignments and academic situations. Other studies [48][49][50] examined the effectiveness of a Self-Regulated Strategy Development (SRSD) approach to writing instruction for students with SLD. These studies found that students who received An SRSD Intervention Study for Students with Specific Learning Disabilities to Improve… DOI: http://dx.doi.org/10.5772/intechopen.112526 SRSD instruction showed significant improvement in their written expression, as well as in their ability to apply these strategies to new writing tasks.…”

Section: Discussionmentioning

confidence: 99%

An SRSD Intervention Study for Students with Specific Learning Disabilities to Improve Narrative Writing and High Cognitive Skills

Kokkali,

Antoniou,

Filippatou

2024

Education and Human Development

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Developing written expression is a challenging task for students with specific learning disabilities (SLDs). The current study describes a 28-hour novel writing intervention program for Greek 5th and 6th graders with SLD that focuses on cognitive and metacognitive written expression strategies. The resource room teachers used the Self-Regulated Strategy Development (SRSD) instructional approach. Participants were divided into two groups: experimental (N = 36) and control (N = 44). The study was designed as a pre-while-post-follow-up experimental study. All students were assessed on written expression and cognitive and metacognitive strategy knowledge. The ANOVA results showed that the experimental group improved statistically significantly in writing and metacognitive skills compared to the control group, providing tangible evidence that writing can be taught effectively to SLD students. The educational implications of the related findings are also discussed.

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Section: Discussionmentioning

confidence: 99%

An SRSD Intervention Study for Students with Specific Learning Disabilities to Improve Narrative Writing and High Cognitive Skills

Kokkali,

Antoniou,

Filippatou

2024

Education and Human Development

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“…Penelitian ini memiliki perbedaan dengan penelitian terdahulu. Penelitian sebelumnya membandingkan praktik literasi kritis strategi QW dalam lingkungan belajar mengajar (Driessens & Parr, 2020), kemudian dalam situasi pembelajaran untuk siswa berkebutuhan khusus (Ciullo et al, 2021;Mason et al, 2011), dan dengan pembelajaran konvensional, walaupun penerapannya untuk aktivitas keterampilan menulis siswa kelas enam yang berbeda (Wati, 2019). Belum ada penelitian yang menggunakan strategi QW berbantuan media animasi untuk menilai kemampuan menulis teks persuasi siswa di jenjang SMP.…”

Section: A Pendahuluanunclassified

Dampak strategi quick write berbantuan media animasi terhadap keterampilan menulis teks persuasi siswa

Alnovgada

2024

Diglosia

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This research is motivated by the need for innovation in the learning process in the Industrial Revolution 4.0 era. This research aims to determine the impact of the quick write (QW) strategy assisted by animation media on the ability to write persuasive texts for class VIII students. This research implemented a pretest-posttest control group design involving students from SMP Negeri 5 Pontianak. Students were divided into two groups consisting of 64 students selected through cluster random sampling. The instrument consists of essay questions in the form of a pre-test and post-test. The data were analyzed using the t-test and the results showed that 1) students who were treated with the QW strategy assisted by animation media showed a significant increase in their ability to write persuasive texts, and 2) the QW strategy assisted by animation media contributed to student independence in learning to write, students were active and able to highlight the argument process quickly and responsively related to actual problems with the linguistic skills they have. These findings show that students who use the QW strategy assisted by animation media have a better improvement in their ability to write persuasive texts than students who use direct learning.

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“…Using a multiple baseline design, Ciullo, Mason, and Judd (2019) investigated the effects of an intensive writing intervention for students with learning disabilities (LD) in the upper elementary grades. In this study, participants were provided instruction in self-regulated strategy development (SRSD) that focused on text paraphrasing and persuasive quick-writing.…”

mentioning

confidence: 99%

More than de minimis: FAPE in the Post Endrew F. Era

McKenna

Brigham

2019

Behav Modif

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Federal regulations for special education services have focused primarily on procedural issues since the Rowley decision, which held that Individualized Education Programs (IEPs) need only be reasonably calculated to yield educational benefit. However, the minimum threshold for benefit has changed with the recent Endrew F. decision as IEPs must yield more than de minimis progress. To ensure sufficient progress toward the achievement of ambitious goals, schools must develop IEPs that meet procedural and substantive requirements, employ interventions with clear evidence of effectiveness, effectively measure student response to services, and to communicate this information with parents/guardians so that they can actively participate in this process. Manuscripts invited for this special issue include investigations of IEP quality; co-teaching; intervention studies in reading, writing, and mathematics; meta-analytic findings regarding social studies education; and a discussion of the implications of Endrew F. for different student disability populations. These papers discuss challenges faced by stakeholders with vested interests in students with disabilities as well as areas of continued development and refinement in evidence-based practice.

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Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities

Cited by 6 publications

References 29 publications

An SRSD Intervention Study for Students with Specific Learning Disabilities to Improve Narrative Writing and High Cognitive Skills

An SRSD Intervention Study for Students with Specific Learning Disabilities to Improve Narrative Writing and High Cognitive Skills

Dampak strategi quick write berbantuan media animasi terhadap keterampilan menulis teks persuasi siswa

More than de minimis: FAPE in the Post Endrew F. Era

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