Keywords

Writing instruction, strategy, writing intervention, self regulated strategy development, elementary, learning disabilities, video modeling, video self modeling, writing, elementary, learning disability

Abstract

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.

Notes

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Graduation Date

2013

Semester

Summer

Advisor

Little, Mary

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education and Human Performance

Department

Dean's Office, Education

Degree Program

Education; Exceptional Education

Format

application/pdf

Identifier

CFE0004893

URL

http://purl.fcla.edu/fcla/etd/CFE0004893

Language

English

Release Date

August 2013

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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