The effects of strategy instruction for writing and revising persuasive quick writes for middle school students with emotional and behavioral disorders

Anne Mong Cramer, Linda H. Mason

Research output: Contribution to journalReview article

13 Scopus citations

Abstract

A multiple baseline alternating treatment (A-B-C-D) design was used to evaluate the effectiveness of a writing and peer revision intervention. Eight middle school students enrolled in an alternative program for students with emotional and behavioral disorders received Self-Regulated Strategy Development (SRSD) for 10-minute quick writing and revision during planning. Assessment occurred across baseline, writing, and revision phases, and the last phase alternated between individual and peer revision. Measures included quality; number of traits and words; the ability of participants to identify, evaluate, and make revisions during planning; and the degree to which participants incorporated revision recommendations. Positive effects for writing and promise for peer revision were indicated. Implications for future research practice are discussed.

Original languageEnglish (US)
Pages (from-to)37-51
Number of pages15
JournalBehavioral Disorders
Volume40
Issue number1
DOIs
StatePublished - Nov 1 2014

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

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