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 journalArticle

13 Citations (Scopus)

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

Fingerprint

Test Taking Skills
Learning Disorders
learning disability
Students
student
Group
organization
Control Groups
random sample
Reading
disability
writer

All Science Journal Classification (ASJC) codes

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

Cite this

@article{cfd031e453c5423e94d50b69b6a5aee6,
title = "Effectiveness of a test-taking strategy on achievement in essay tests for students with learning disabilities",
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.",
author = "Therrien, {William J.} and Hughes, {Charles A.} and Cory Kapelski and Kouider Mokhtari",
year = "2009",
month = "1",
day = "1",
doi = "10.1177/0022219408326218",
language = "English (US)",
volume = "42",
pages = "14--23",
journal = "Journal of Learning Disabilities",
issn = "0022-2194",
publisher = "SAGE Publications Inc.",
number = "1",

}

Effectiveness of a test-taking strategy on achievement in essay tests for students with learning disabilities. / Therrien, William J.; Hughes, Charles A.; Kapelski, Cory; Mokhtari, Kouider.

In: Journal of learning disabilities, Vol. 42, No. 1, 01.01.2009, p. 14-23.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Effectiveness of a test-taking strategy on achievement in essay tests for students with learning disabilities

AU - Therrien, William J.

AU - Hughes, Charles A.

AU - Kapelski, Cory

AU - Mokhtari, Kouider

PY - 2009/1/1

Y1 - 2009/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=58049136526&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=58049136526&partnerID=8YFLogxK

U2 - 10.1177/0022219408326218

DO - 10.1177/0022219408326218

M3 - Article

C2 - 19103797

AN - SCOPUS:58049136526

VL - 42

SP - 14

EP - 23

JO - Journal of Learning Disabilities

JF - Journal of Learning Disabilities

SN - 0022-2194

IS - 1

ER -