Writing from Text in Eight Middle School Learning Support Classrooms: Ascertaining Aspects of Intensive Intervention

The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who receiv...

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Bibliographic Details
Published inLearning disabilities (Pittsburgh, Pa.) Vol. 23; no. 2; pp. 87 - 101
Main Authors Mason, Linda H, Zheng, Shuting
Format Journal Article
LanguageEnglish
Published Sagamore Publishing LLC 2018
Subjects
Intervention
Learning Disabilities
Learning Strategies
Middle School Students
Oral Language
Outcomes of Education
Reading Instruction
Reading Tests
Special Education Teachers
Standardized Tests
Writing Improvement
Writing Instruction
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Summary:The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who received treatment improved performance with small effects on written and oral retelling, and on a standardized reading test. Recommendations for strengthening the intensity of the intervention are suggested in the context of implications for research and practice.
ISSN:1046-6819
DOI:10.18666/LDMJ-2018-V23-I2-9035