A College Entrance Essay Exam Intervention for Students With High-Incidence Disabilities and Struggling Writers

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL Learning Disability Quarterly Pub Date : 2020-05-18 DOI:10.1177/0731948720917761

Amber B. Ray, S. Graham

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引用次数: 4

Abstract

High school students with high-incidence disabilities and struggling writers face considerable challenges when taking writing assessments designed for college entrance. This study examined the effectiveness of a writing intervention for improving students’ performance on a college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the self-regulated strategy development (SRSD) model. A true-experiment was conducted where 20 high school students were randomly assigned to a treatment (n = 10) or control (n = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students’ planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, future research, and implications for practice are discussed.

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残疾高发学生和奋斗作家的高考作文干预

残疾高发的高中生和苦苦挣扎的作家在参加专为大学入学而设计的写作评估时面临着相当大的挑战。本研究考察了写作干预对提高学生高考成绩的有效性，即ACT的写作评估。使用自我调节策略发展（SRSD）模型，向学生传授了成功参加该测试的计划和写作策略。进行了一项真实的实验，20名高中生被随机分配到一种治疗（n=10）或对照（n=10）状态。对照组学生接受了ACT数学准备。SRSD教学在统计上提高了学生的计划、书面文本的质量（包括想法和分析、发展和支持、组织和语言使用）、作文中包含议论文元素以及书面文本中过渡词的使用。讨论了研究的局限性、未来的研究以及对实践的启示。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.