Developing quick writing skills of middle school students with disabilities

Linda H. Mason, Richard Kubina, Raol J. Taft

Research output: Contribution to journalArticle

39 Citations (Scopus)

Abstract

Two multiple-baseline, across-participants design studies were used to examine persuasive quick write (10-minute writing responses) performance of seventh-grade students with disabilities. In the first study, 6 students were taught by a graduate research assistant; in the second study, 10 students were taught by their special education teacher. In both studies, students' written responses were evaluated before, during, and after self-regulated strategy development instruction for the POW + TREE planning strategy (POW: pick my idea, organize my notes, write and say more; TREE: topic sentence, reasons-three or more, explain, ending). All study participants improved in the number of persuasive parts included and the quality of the written response immediately after and weeks following instruction.

Original languageEnglish (US)
Pages (from-to)205-220
Number of pages16
JournalJournal of Special Education
Volume44
Issue number4
DOIs
StatePublished - Feb 1 2011

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disability
Students
student
instruction
Special Education
planning conception
development strategy
special education
assistant
graduate
teacher
Research
performance

All Science Journal Classification (ASJC) codes

  • Education
  • Rehabilitation

Cite this

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Developing quick writing skills of middle school students with disabilities. / Mason, Linda H.; Kubina, Richard; Taft, Raol J.

In: Journal of Special Education, Vol. 44, No. 4, 01.02.2011, p. 205-220.

Research output: Contribution to journalArticle

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