Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2021-06-30 DOI:10.1111/ldrp.12257
Erin R. FitzPatrick, Debra McKeown
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引用次数: 7

Abstract

Writing is an essential academic skill that proves challenging for many learners both with and without diagnosed learning disabilities. In this multiple probe across participants study, a fifth-grade special educator in an inclusive setting implemented Self-regulated Strategy Development for the informational genre. Eight Black students participated—five had IEPs, three were referred by teachers. Research questions explored fidelity of SRSD instruction following practice-based professional development; social validity; and the impact on writing outcomes including genre elements, length, holistic quality, strategy use, and academic vocabulary. The teacher implemented SRSD with high fidelity. All writing outcomes increased following intervention. Instances of copying text directly from sources decreased. Both teacher and students rated SRSD high on measures of social validity.

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多源文本写作:全纳环境下五年级学习者的SRSD
写作是一项重要的学术技能,对许多有或没有被诊断为学习障碍的学习者来说都是一项挑战。在本研究中,一名五年级特殊教育工作者在包容性环境中实施了信息体裁的自我调节策略发展。8名黑人学生参与了这项研究,其中5人患有iep, 3人是由老师推荐的。研究问题探讨基于实践的专业发展下SRSD教学的保真度;社会效度;以及对写作结果的影响,包括体裁元素、长度、整体质量、策略使用和学术词汇。老师以高保真度实现了SRSD。所有的写作结果在干预后都有所增加。直接从来源复制文本的情况减少了。教师和学生对社会效度的评价都很高。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board) Considering Social Validity in Special Education Research The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD Language Proficiency and the Relation to Word-Problem Performance in Emergent Bilingual Students with Mathematics Difficulties Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction
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