STOP and DARE: Self-Regulated Strategy Development for Persuasive Writing with Elementary Students with E/BD in a Residential Facility

Ennis, Robin Parks; Jolivette, Kristine; Boden, Lauren J.

doi:10.1353/etc.2013.0026

Cited by 29 publications

(16 citation statements)

References 22 publications

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“…As a results of this study, findings indicated that the most used strategy in experimental studies is selfregulation strategy development. In fact, the effectiveness and instructiveness of this strategy was examined in many studies (Chalk, Hagan Burke and Burke, 2005;Ennis and Jolivette, 2012;Ennis, Jolivette and Boden, 2013;Little et al, 2010), and our findings support previous research on the strategy. In writing difficulties, there are problems in handwriting legibility (Yıldız, 2013) and in the use of punctuation and orthography.…”

Section: Discussionsupporting

confidence: 88%

İlköğretim Döneminde Özel Öğrenme Güçlüğü Olan Öğrencilerin Yazma Becerilerine İlişkin Çalışmaların İncelenmesi

İlker¹,

Melekoğlu²

2017

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Öğrencilerin akademik performansını olumsuz etkileyen öğrenme güçlükleri dinleme, konuşma, anlama, okuma, yazma ve matematik gibi pek çok alanda görülebilmekte ve her öğrencide farklı biçimde seyredebilmektedir. Bazı öğrenciler okurken sözcükleri tanımada, bazıları ise kalem tutma ya da kendini yazılı olarak ifade etme becerilerinde sorun yaşamaktadır. Öğrencilerin yaşadığı bu sorunların önceden belirlenip önlenmesi ya da ortaya çıktığında giderilmesi için ilköğretim döneminde bazı müdahaleler gerçekleştirilmektedir. Alanyazına bakıldığında bu müdahalelerin daha çok okuma becerisi üzerinde yoğunlaştığı, yazma becerisi ile ilgili yeterli çalışmanın bulunmadığı ve mevcut çalışmaların da genellikle normal gelişim gösteren öğrenciler üzerinde yapıldığı görülmektedir. Bu nedenle bu çalışmada, ilköğretim döneminde özel öğrenme güçlüğü olan öğrencilerin yazma becerilerine ilişkin müdahalelerin gerçekleştirildiği araştırmaların incelenmesi amaçlanmıştır. Bu amaç doğrultusunda Google Akademik (Google Scholar), EBSCOHost, Elsevier Science Direct ve ERIC veritabanlarında tarama yapılmış ve ölçütleri karşılayan 23 makale incelenmiştir. Çalışmanın sonuçları araştırmaların en çok yazma stratejileri konusunda yapıldığını, kendini geliştirme stratejisi üzerinde yoğunlaştığını, en çok 4. sınıf öğrencilerine yönelik çalışıldığını ve erkek katılımcıların sayısının kadın katılımcılardan fazla olduğunu göstermektedir. Ayrıca, bu araştırmanın sonucu çalışmaların çoğunun deneysel veya tek denekli araştırmalar olarak desenlendiğini, kullanılan müdahalelerde bir uzlaşma olmadığını ve müdahalelerin genellikle birbirinden farklılaştığını ortaya koymaktadır.

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Section: Discussionsupporting

confidence: 88%

İlköğretim Döneminde Özel Öğrenme Güçlüğü Olan Öğrencilerin Yazma Becerilerine İlişkin Çalışmaların İncelenmesi

İlker¹,

Melekoğlu²

2017

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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“…When these articles are examined, results showed that most of the studies are conducted for the effectiveness of self-management strategies and story-mapping. It is observed that this finding is consistent with the data related to the strategies and effectiveness used in other studies on the literacy areas of students with specific learning disabilities (Chalk, Hagan-Burke, & Burke, 2005;Ennis & Jolivette, 2012;Ennis, Jolivette, & Boden, 2013;Hennes, Büyüknarci, Rietz, & Grünke, 2015;İlker, & Melekoğlu, 2017;Li, 2007;Little et al, 2010).…”

Section: Discussionsupporting

confidence: 89%

Özel Öğrenme Güçlüğü Olan Bireylerin Okuduğunu Anlama Becerileri Konusunda Gerçekleştirilmiş Araştırmaların İncelenmesi

Yildiz

Melekoğlu

2020

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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Learning disabilities can negatively impact academic achievement of individuals and manifest itself in many areas such as reading, writing, mathematics, comprehension and speaking, and these difficulties can manifest themselves in different dimensions and influences for each individual. Reading comprehension as one of these areas is related to individuals' ability to read and understand a text and is a crucial skill for lifelong, especially for both academic and personal learning. The literature indicates that although there are many intervention studies for individuals with specific learning disabilities, there are limited number of studies on reading comprehension. Therefore, in this study, it is aimed to examine the intervention studies conducted between 2000 and 2017 on reading comprehension skills of individuals with specific learning disabilities in the world. For this purpose, by using the databases in the elibraries of universities, Google Scholar, ERIC, ProQuest, EBSCOHost, Elsevier Science Direct and SAGE were used to search and 21 scholarly articles that met the criteria for inclusion in the study were reached. Those studies were examined according to "number of authors, year, participant characteristics (grade level, age, gender, number of participants), method (research designs), language of studies, purpose and findings" categories. The reviewed articles revealed that most of the studies are conducted on the effectiveness of story-mapping and self-management strategies. In addition, the total number of male participants are more than females in terms of the participant characteristics. Furthermore, the majority of participants examined in the articles were found to be at middle school level. The strategies used in the articles reviewed in this study can be applied for different groups in Turkey. In addition, it will be beneficial to continue the intervention studies towards reading comprehension skills of individuals with specific learning disabilities and to compare the effectiveness of different strategies.

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“…All but three studies (Cuenca‐Sanchez, Mastropieri, Scruggs, et al., ; Ennis, Jolivette and Boden, ; Rogevich and Perin, ) used single‐case designs. Rogevich and Perin () used a quasi‐experimental design to compare effectiveness of self‐regulation strategies to a control group, whereas Cuenca‐Sanchez, Mastropieri, Scruggs, et al.…”

Section: Resultsmentioning

confidence: 99%

“…All but three studies (Cuenca-Sanchez, Mastropieri, Scruggs, et al, 2012;Ennis, Jolivette and Boden, 2013;Rogevich and Perin, 2008) used single-case designs. Rogevich and Perin (2008) used a quasi-experimental design to compare effectiveness of self-regulation strategies to a control group, whereas Cuenca-Sanchez, Mastropieri, Scruggs, et al (2012) and Ennis, Jolivette, and Boden (2013) used an experimental group design. The most common single-case design implemented was multiple-baseline design (n = 24, 67%), with a relatively small number of studies implementing either a withdrawal (n = 5, 14%), alternating treatment design (n = 1, 6%) or combination of single-case designs (n = 3, 8%).…”

Section: Methodsmentioning

confidence: 99%

A systematic review of self‐regulation strategies to improve academic outcomes of students with EBD

Popham

Counts

Ryan

et al. 2018

Research in Spec Educ Needs

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Self‐regulatory interventions have demonstrated numerous benefits for helping improve the academic performance of students. The purpose of this review was to report on the effectiveness and focus of academic self‐regulation interventions for children and adolescents with emotional and behavioural disorders. Thirty‐six studies published in 35 papers and involving 189 participants met inclusionary criteria. Overall, self‐regulation interventions showed moderate/medium effect size gains [percentage of nonoverlapping data (PND) 75%; standard mean difference (SMD) 2.27; Tau‐U 0.81] across academic subject areas. When assessing the effectiveness of self‐regulation interventions for addressing specific academic content areas, the largest ES gains were observed in reading (PND 93%; SMD 2.13; Tau‐U 0.94), although medium/moderate ES gains were observed in math (PND 71%; SMD 2.08; Tau‐U 0.70) and writing (PND 83%; SMD 2.57; Tau‐U 0.91). Self‐regulated strategy development, self‐monitoring interventions and strategy instruction were the predominant types of self‐regulation techniques implemented by researchers. There was evidence to support a claim of the generalisation and maintenance of findings. Implications, limitations and areas for future research are discussed.

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STOP and DARE: Self-Regulated Strategy Development for Persuasive Writing with Elementary Students with E/BD in a Residential Facility

Cited by 29 publications

References 22 publications

İlköğretim Döneminde Özel Öğrenme Güçlüğü Olan Öğrencilerin Yazma Becerilerine İlişkin Çalışmaların İncelenmesi

İlköğretim Döneminde Özel Öğrenme Güçlüğü Olan Öğrencilerin Yazma Becerilerine İlişkin Çalışmaların İncelenmesi

Özel Öğrenme Güçlüğü Olan Bireylerin Okuduğunu Anlama Becerileri Konusunda Gerçekleştirilmiş Araştırmaların İncelenmesi

A systematic review of self‐regulation strategies to improve academic outcomes of students with EBD

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