Effectiveness of a test-taking strategy on achievement in essay tests for students with learning disabilities

William J. Therrien, Charles A. Hughes, Cory Kapelski, Kouider Mokhtari

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students with reading and writing disabilities. Students were assigned via a stratified random sample to treatment or control group. Student scores were also compared to students without learning disabilities nominated by teachers as average writers. A 6-step essay strategy was taught that included analyzing the essay prompt, outlining, writing a response, and reviewing the answer. On the posttest, intervention group students significantly outperformed control group students on essay measures related to strategy use, content, and organization. There was no significant difference between treatment group and students without learning disabilities on posttest measures of content and organization.

Original languageEnglish (US)
Pages (from-to)14-23
Number of pages10
JournalJournal of learning disabilities
Volume42
Issue number1
DOIs
StatePublished - Jan 1 2009

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Health Professions(all)

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