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

Stephen Ciullo; Linda H. Mason; Laura Judd

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

机译：有关文本的说服力快速写作：为学习障碍的学生进行干预

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摘要

Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quality and writing length. Implications for future integrated writing and reading interventions are provided.

机译：研究人员考察了自我调节策略发展（SRSD）对学习障碍学生（LD）撰写关于文本的有说服力的快速写作的影响。这项研究包括对四年级和五年级的八名LD学生进行多基线设计和多探头测试。研究人员通过在所有学生参与者中系统地复制干预，观察到了一种功能性关系。遵循SRSD的文本释义和说服性快速写作指导，学生们提高了他们的说服性写作成绩。论文质量和写作长度也有所提高。对未来综合写作和阅读干预的启示。

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来源
《Behavior modification》 |2021年第1期|共25页
作者
Stephen Ciullo; Linda H. Mason; Laura Judd;
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作者单位

Texas State University;

George Mason University;

Texas State University;

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原文格式 PDF
正文语种 eng
中图分类神经病学与精神病学;
关键词
content-area reading; writing; self-regulated strategy development; learning disabilities;

机译：内容区阅读;写作;自我监管的战略发展;学习障碍;

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

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