Writing instruction, strategy, writing intervention, self regulated strategy development, elementary, learning disabilities, video modeling, video self modeling, writing, elementary, learning disability
This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Doctor of Philosophy (Ph.D.)
College of Education and Human Performance
Dean's Office, Education
Education; Exceptional Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education, Education -- Dissertations, Academic
Miller, Katie, "Examining The Effects Of Self-regulated Strategy Development In Combination With Video Self-modeling On Writing By Third Grade Students With Learning Disabilities" (2013). Electronic Theses and Dissertations. 2664.