Improving Narrative Writing Skills of Secondary Students with Disabilities Using Strategy Instruction

Lauren L. Foxworth, Linda H. Mason, Charles A. Hughes

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my genre then idea, Organize my notes, Write (POW) + Setting, Tension, rising Action, Climax, Solution (STACS) strategy on narrative essay-writing skills for 6 secondary students with disabilities. Results indicated students improved the quality of their narratives and included a greater number of strategy-specific and story grammar elements following instruction. Students were also able to transfer skills across a history or social studies setting and could more accurately differentiate narrative writing prompts from expository and persuasive writing prompts. Treatment acceptability results indicated students found instruction beneficial.

Original languageEnglish (US)
Pages (from-to)217-234
Number of pages18
JournalExceptionality
Volume25
Issue number4
DOIs
StatePublished - Oct 2 2017

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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