Teaching middle school students with learning disabilities argumentative writing using SRSD with technology supports

Abstract

Teaching middle school students with learning disabilities strategies for writing essays that incorporate information from source texts helps prepare them for academic success. The purpose of this pilot study was to investigate the effects of self-regulated strategy development (SRSD) writing instruction using technology tools implemented by special education teachers on the source-based argumentative writing performance of middle school students with learning disabilities. In this quasi-experimental, pretest–posttest design study, three middle school special education teachers engaged in online Practice-Based Professional Development. The teachers then implemented SRSD writing instruction to teach source-based argumentative writing with technology tools. Implementation of the SRSD writing instruction by special education teachers positively impacted the number of argumentative elements, quality, number of transitions and length of students' source-based argumentative essays. Teachers implemented the intervention with high fidelity and quality and felt that the intervention supported their students' writing. Teachers and students were positive about the SRSD writing instruction. This study adds to the evidence base that SRSD is an effective writing intervention for middle school students with learning disabilities.