Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities. Issue 1 (January 2021)

• Record Type: Journal Article
• Authors: Ciullo, Stephen; Mason, Linda H.; Judd, Laura
• Other Names: McKenna John William guest-editor.; Brigham Frederick J. guest-editor.
• Is Part Of: Behavior modification. Volume 45:Issue 1(2021)
• Page Start: 122
• Page End: 146
• Publication Date: 2021-01
• Subjects: content-area reading -- writing -- self-regulated strategy development -- learning disabilities; Behavior modification -- Periodicals; Behavior therapy -- Periodicals; 153.85
• DOI: 10.1177/0145445519882894
• Languages: English
• ISSNs: 0145-4455

Abstract

Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quality and writing length. Implications for future integrated writing and reading interventions are provided.