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

关键词：

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.

引用

页码：248 / 262

页数：15

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