Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers with and without Disabilities in Rural Schools: A Randomized Controlled Trial
| Title: | Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers with and without Disabilities in Rural Schools: A Randomized Controlled Trial |
|---|---|
| Language: | English |
| Authors: | Mason, Linda H., Cramer, Anne Mong, Garwood, Justin D., Varghese, Cheryl, Hamm, Jill, Murray, Allen |
| Source: | Rural Special Education Quarterly. Dec 2017 36(4):168-179. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A040056 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Writing Strategies, Writing Instruction, Disabilities, Rural Schools, Randomized Controlled Trials, Comparative Analysis, Elementary School Students, Elementary School Teachers, Grade 5, Grade 6, Writing Workshops, Faculty Development, Persuasive Discourse, Program Evaluation, General Education, Inclusion, Outcomes of Education, Writing Improvement, Statistical Analysis, Writing Tests, Pretests Posttests, Writing Skills, Multivariate Analysis, Intervention |
| DOI: | 10.1177/8756870517723617 |
| ISSN: | 8756-8705 |
| Abstract: | A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers provided instruction in their inclusive classrooms. Results indicated that students receiving instruction improved in the number of persuasive elements and words written when compared with students in the control group. Differences in element type were evaluated with largest effects noted for reasons and explanations. Student group differences were noted with nonstruggling students having greater gains than struggling students. |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Does Not Meet Evidence Standards |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/study/90327 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| Accession Number: | EJ1160141 |
| Database: | ERIC |
| ISSN: | 8756-8705 |
|---|---|
| DOI: | 10.1177/8756870517723617 |
| Published in: | Rural Special Education Quarterly |
| Language: | English |