The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties

Kathleen Lynne Lane, Karen Harris, Stephen Graham, Jessica L. Weisenbach, Mary Brindle, Paul Morphy

Research output: Contribution to journalArticle

70 Citations (Scopus)

Abstract

The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in this study. Students were taught how to plan and draft a story using the self-regulated strategy development model. Results of this multiple-probe design revealed lasting improvements in story completeness, length, and quality for all 6 students. Students and teachers rated the intervention favorably, with some indicating that the intervention exceeded their expectations. Limitations and directions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)234-253
Number of pages20
JournalJournal of Special Education
Volume41
Issue number4
DOIs
StatePublished - Dec 2008
Externally publishedYes

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Keywords

  • Emotional and behavioral disorders
  • Self-regulated strategy development

ASJC Scopus subject areas

  • Education

Cite this

The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties. / Lane, Kathleen Lynne; Harris, Karen; Graham, Stephen; Weisenbach, Jessica L.; Brindle, Mary; Morphy, Paul.

In: Journal of Special Education, Vol. 41, No. 4, 12.2008, p. 234-253.

Research output: Contribution to journalArticle

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