An Investigation of Strategic Writing Instruction for Post-Secondary Students with Developmental Disabilities

被引：0
|
作者：
Woods-Groves, Suzanne [1 ]
Hua, Youjia [1 ]
Therrien, William J. [1 ]
Kaldenberg, Erica R. [1 ]
Hendrickson, Jo M. [1 ]
Lucas, Kristin G. [1 ]
McAninch, Melissa J. [1 ]
机构：
[1] Univ Iowa, Iowa City, IA 52242 USA
来源：
EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES | 2014年 / 49卷 / 02期
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D O I：
暂无
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
This investigation explored the use of strategic instruction to improve the essay-test taking skills of young adults who were enrolled in a campus-based, post-secondary education program for individuals with developmental disabilities. A random assignment to treatment or control groups and a pre- and posttest design was used. The participants employed the six-step ANSWER strategy to analyze essay test prompts, create outlines, compose essay responses, and edit responses. The treatment group scored significantly higher on three dependent measures (i.e., a strategy scoring rubric, an analytical rubric, and a comparison of words written from pre- to posttest) than the control group. The results supported the use of the ANSWER strategy and revealed the impact that strategic instruction can have upon writing performance.
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页码：248 / 262
页数：15
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