Teaching expressive writing to high school students with learning disabilities using direct instruction, self-regulation, and computer-assisted instruction

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.

Name thesis:degree_name

M.A. Special Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Special Education

Year dc:date.available

2013

Author dc:creator

• Lindsey, William

Contributors dc:contributor

• Xin, Joy

• Composition (Language arts); Learning disabled teenagers
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/521

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1520