{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1520"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1520","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Teaching expressive writing to high school students with learning disabilities using direct instruction, self-regulation, and computer-assisted instruction","abstract":"The purpose of this study was to examine the effects on a combination of Direct Instruction (DI), self-regulation strategies, and computer-assisted writing instruction for high school students with learning disabilities (LD). Five students with LD participated in the study. A multiple baseline research design across students with ABC phases was used. During the baseline, the participants were required to free write 3 to 4 stories based on a topic. During the intervention, the combined strategies were taught, and students were guided to practice in developing their own stories. After two weeks, they were required to complete 2 stories to evaluate their maintenance. Results showed that their story length, correct words, complete sentences, as well as quality of writing were increased comparing to that of the baseline.","abstract_html":"The purpose of this study was to examine the effects on a combination of Direct Instruction (DI), self-regulation strategies, and computer-assisted writing instruction for high school students with learning disabilities (LD). Five students with LD participated in the study. A multiple baseline research design across students with ABC phases was used. During the baseline, the participants were required to free write 3 to 4 stories based on a topic. During the intervention, the combined strategies were taught, and students were guided to practice in developing their own stories. After two weeks, they were required to complete 2 stories to evaluate their maintenance. Results showed that their story length, correct words, complete sentences, as well as quality of writing were increased comparing to that of the baseline.","abstract_has_math":false,"creators":["Lindsey, William"],"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":2013,"date_issued":"2013-10-29T07:00:00Z","date_published":"2013-10-29T07:00:00Z","updated_at":"2026-07-24T04:13:15Z","subjects":["Composition (Language arts); Learning disabled teenagers","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/521","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":["Lindsey, William"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:59:16Z"]},{"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":["Composition (Language arts); Learning disabled teenagers","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/521"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the effects on a combination of Direct Instruction (DI), self-regulation strategies, and computer-assisted writing instruction for high school students with learning disabilities (LD). Five students with LD participated in the study. A multiple baseline research design across students with ABC phases was used. During the baseline, the participants were required to free write 3 to 4 stories based on a topic. During the intervention, the combined strategies were taught, and students were guided to practice in developing their own stories. After two weeks, they were required to complete 2 stories to evaluate their maintenance. Results showed that their story length, correct words, complete sentences, as well as quality of writing were increased comparing to that of the baseline."]},{"key":"dc:title","label":"Title","values":["Teaching expressive writing to high school students with learning disabilities using direct instruction, self-regulation, and computer-assisted instruction"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Lindsey, William"],"dc:date.available":["2020-03-03T19:59:16Z"],"dc:description.abstract":["The purpose of this study was to examine the effects on a combination of Direct Instruction (DI), self-regulation strategies, and computer-assisted writing instruction for high school students with learning disabilities (LD). Five students with LD participated in the study. A multiple baseline research design across students with ABC phases was used. During the baseline, the participants were required to free write 3 to 4 stories based on a topic. During the intervention, the combined strategies were taught, and students were guided to practice in developing their own stories. After two weeks, they were required to complete 2 stories to evaluate their maintenance. Results showed that their story length, correct words, complete sentences, as well as quality of writing were increased comparing to that of the baseline."],"dc:identifier":["https://rdw.rowan.edu/etd/521"],"dc:subject":["Composition (Language arts); Learning disabled teenagers","Special Education and Teaching"],"dc:title":["Teaching expressive writing to high school students with learning disabilities using direct instruction, self-regulation, and computer-assisted instruction"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Special Education"]},"updated_at":"2026-07-24T04:13:15Z"}