{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1226"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1226","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"The effect of direct instruction and self-management strategies on writing fluency of students with learning disabilities","abstract":"The purposes of this investigation were to evaluate the use of the Reasoning & Writing Direct Instruction program, examine the curriculum-based measurement tools for writing fluency of Total Words Written and Correct Word Sequence, examine the impact of teaching students with disabilities self-management techniques, including self-monitoring, self-graphing, and self-reflecting, and review how self-reflections toward writing and writing performances change through the process. Three fifth grade students, all receiving replacement writing instruction via a resource room, participated in this study. Two of the participants were classified as having a Specific Learning Disability, and one as Other Health Impaired. A single subject design with change of conditions was used to determine if Direct Instruction and self-management techniques increased student writing skills. Over the four month study, students were provided with daily Direct Instruction with self-monitoring and self-graphing of their writing performances via three-minute writing probes given twice weekly. Student reflections were also examined as pre and post surveys were given to review whether self-reflections became more accurate or positive after self-management strategies were taught. Means for both TWW and CWS showed slight to moderate effects when self-graphing took place. Positive changes in the planning and organizing phases of the writing process were seen, with a decrease in perceptual ease with editing and revising. Using short, timed writing probes and student self-graphing, teachers were able to measure student performance quickly on writing quality, and build academic self-management skills in the classroom. Further studies with a large student population are recommended to examine effects of selfmanagement on writing performance of students with learning disabilities.","abstract_html":"The purposes of this investigation were to evaluate the use of the Reasoning & Writing Direct Instruction program, examine the curriculum-based measurement tools for writing fluency of Total Words Written and Correct Word Sequence, examine the impact of teaching students with disabilities self-management techniques, including self-monitoring, self-graphing, and self-reflecting, and review how self-reflections toward writing and writing performances change through the process. Three fifth grade students, all receiving replacement writing instruction via a resource room, participated in this study. Two of the participants were classified as having a Specific Learning Disability, and one as Other Health Impaired. A single subject design with change of conditions was used to determine if Direct Instruction and self-management techniques increased student writing skills. Over the four month study, students were provided with daily Direct Instruction with self-monitoring and self-graphing of their writing performances via three-minute writing probes given twice weekly. Student reflections were also examined as pre and post surveys were given to review whether self-reflections became more accurate or positive after self-management strategies were taught. Means for both TWW and CWS showed slight to moderate effects when self-graphing took place. Positive changes in the planning and organizing phases of the writing process were seen, with a decrease in perceptual ease with editing and revising. Using short, timed writing probes and student self-graphing, teachers were able to measure student performance quickly on writing quality, and build academic self-management skills in the classroom. Further studies with a large student population are recommended to examine effects of selfmanagement on writing performance of students with learning disabilities.","abstract_has_math":false,"creators":["Richetti, Shawna"],"institution":null,"degree_name":"M.A. Special Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-09-11T07:00:00Z","date_published":"2012-09-11T07:00:00Z","updated_at":"2026-07-24T04:12:56Z","subjects":["Language arts--Study and teaching; Learning disabled children","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/227","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Richetti, Shawna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:50Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language arts--Study and teaching; Learning disabled children","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/227"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this investigation were to evaluate the use of the Reasoning & Writing Direct Instruction program, examine the curriculum-based measurement tools for writing fluency of Total Words Written and Correct Word Sequence, examine the impact of teaching students with disabilities self-management techniques, including self-monitoring, self-graphing, and self-reflecting, and review how self-reflections toward writing and writing performances change through the process. Three fifth grade students, all receiving replacement writing instruction via a resource room, participated in this study. Two of the participants were classified as having a Specific Learning Disability, and one as Other Health Impaired. A single subject design with change of conditions was used to determine if Direct Instruction and self-management techniques increased student writing skills. Over the four month study, students were provided with daily Direct Instruction with self-monitoring and self-graphing of their writing performances via three-minute writing probes given twice weekly. Student reflections were also examined as pre and post surveys were given to review whether self-reflections became more accurate or positive after self-management strategies were taught. Means for both TWW and CWS showed slight to moderate effects when self-graphing took place. Positive changes in the planning and organizing phases of the writing process were seen, with a decrease in perceptual ease with editing and revising. Using short, timed writing probes and student self-graphing, teachers were able to measure student performance quickly on writing quality, and build academic self-management skills in the classroom. Further studies with a large student population are recommended to examine effects of selfmanagement on writing performance of students with learning disabilities."]},{"key":"dc:title","label":"Title","values":["The effect of direct instruction and self-management strategies on writing fluency of students with learning disabilities"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Richetti, Shawna"],"dc:date.available":["2020-03-03T19:58:50Z"],"dc:description.abstract":["The purposes of this investigation were to evaluate the use of the Reasoning & Writing Direct Instruction program, examine the curriculum-based measurement tools for writing fluency of Total Words Written and Correct Word Sequence, examine the impact of teaching students with disabilities self-management techniques, including self-monitoring, self-graphing, and self-reflecting, and review how self-reflections toward writing and writing performances change through the process. Three fifth grade students, all receiving replacement writing instruction via a resource room, participated in this study. Two of the participants were classified as having a Specific Learning Disability, and one as Other Health Impaired. A single subject design with change of conditions was used to determine if Direct Instruction and self-management techniques increased student writing skills. Over the four month study, students were provided with daily Direct Instruction with self-monitoring and self-graphing of their writing performances via three-minute writing probes given twice weekly. Student reflections were also examined as pre and post surveys were given to review whether self-reflections became more accurate or positive after self-management strategies were taught. Means for both TWW and CWS showed slight to moderate effects when self-graphing took place. Positive changes in the planning and organizing phases of the writing process were seen, with a decrease in perceptual ease with editing and revising. Using short, timed writing probes and student self-graphing, teachers were able to measure student performance quickly on writing quality, and build academic self-management skills in the classroom. Further studies with a large student population are recommended to examine effects of selfmanagement on writing performance of students with learning disabilities."],"dc:identifier":["https://rdw.rowan.edu/etd/227"],"dc:subject":["Language arts--Study and teaching; Learning disabled children","Special Education and Teaching"],"dc:title":["The effect of direct instruction and self-management strategies on writing fluency of students with learning disabilities"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Special Education"]},"updated_at":"2026-07-24T04:12:56Z"}