An Evidence-Based Analysis of Self-Regulated Strategy Development Writing Interventions for Students with Specific Learning Disabilities

Alharbi, Areej and Hott, Brittany L. and Jones, Beth A. and Henry, Harvetta R. (2015) An Evidence-Based Analysis of Self-Regulated Strategy Development Writing Interventions for Students with Specific Learning Disabilities. Journal of Special Education and Rehabilitation, 16 (1-2). pp. 55-67. ISSN 1857-663X

[img]
Preview
Archive
55-67 Hot.pdf - Published Version
Available under License Creative Commons Attribution.

Download (928kB) | Preview
Official URL: http://doi.org/10.1515/JSER-2015-0004

Abstract

Background: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting. Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development (SRSD) for students with specific learning disabilities. Methods: Percentage of non-overlapping data (PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria. Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria. Both mean PND (89.69%, Range = 38% – 100%) and mean PEM (0.98, Range = 0.91 – 1.00) suggest that SRSD writing interventions are effective to highly effective. Conclusion: Althoudh additional research is needed, the results suggest that self-regulated writing strategies are an effective intervention to support students with specific learning disabilities experiencing difficulty with writing.

Item Type: Article
Subjects: H Social Sciences > H Social Sciences (General)
Depositing User: Prof. Dr. Vladimir Trajkovski
Date Deposited: 29 May 2015 15:06
Last Modified: 29 May 2015 15:06
URI: http://eprints.jser.fon.edu.mk/id/eprint/5

Actions (login required)

View Item View Item