Date on Master's Thesis/Doctoral Dissertation

5-2020

Document Type

Doctoral Dissertation

Degree Name

Ph. D.

Department

Special Education, Early Childhood & Prevention Science

Degree Program

Curriculum and Instruction, PhD

Committee Chair

Lingo, Amy

Committee Co-Chair (if applicable)

Cooper, Justin

Committee Member

Cooper, Justin

Committee Member

David, Keith

Committee Member

Norton-Meier, Lori

Committee Member

Whitney, Jeremy Todd

Author's Keywords

special education; argument writing; adolescent; self-regulated strategy development; SRSD; secondary

Abstract

Recent data from the National Center for Education Statistics (2012) indicates that a large majority of students with disabilities continue to perform at basic proficiency or below in the area of writing, which has serious implications for post-secondary academic endeavors and successful transition into the workforce (US Department of Labor, 2014; Bureau of Labor Statistics, 2017). Therefore, it is imperative to identify and implement effective writing interventions for this population of students. Self-Regulated Strategy Development (SRSD) has been widely researched in elementary and middle school settings, but much less research has been conducted with high school students. The purpose of this study was to examine the impact of SRSD on the argument writing of three high school students with mild disabilities using a multiple baseline research design in a secondary setting. Results of this research extend the existing body of evidence related to writing interventions for secondary students with disabilities who intend to pursue post-secondary education and inform possible directions for postsecondary writing interventions for students with disabilities.

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