Date on Master's Thesis/Doctoral Dissertation
Special Education, Early Childhood & Prevention Science
Curriculum and Instruction, PhD
Whitney, Jeremy Todd
special education; argument writing; adolescent; self-regulated strategy development; SRSD; secondary
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.
Bewley, Stacy Crawford, "The effects of self-regulated strategy development instruction on argument writing skills of adolescents with mild disabilities." (2020). Electronic Theses and Dissertations. Paper 3370.
Retrieved from https://ir.library.louisville.edu/etd/3370