Effects of Self-Regulated Strategy Development for POW+TREE on High School Students with Learning Disabilities

Theresa M. Hoover, Richard M. Kubina, Linda H. Mason

Research output: Contribution to journalArticle

10 Scopus citations

Abstract

High school students with learning disabilities often have difficulty expressing their thoughts in writing. At the secondary level, writing becomes paramount to successfully navigating the curriculum and expressing knowledge. In this study, the effectiveness of Self-Regulated Strategy Development for POW (Pick my idea, Organize my notes, Write and say more) + TREE (Topic sentence, Reasons-three or more, Examine, Ending) for persuasive quick writes with four high school students with learning disabilities was investigated. Results indicated an increase in the number of response parts written and increased stability in the number of words written. The participants who deemed the intervention as positive provided social validity.

Original languageEnglish (US)
Pages (from-to)20-38
Number of pages19
JournalExceptionality
Volume20
Issue number1
DOIs
StatePublished - Jan 1 2012

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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