Although several research-based models of effective ways to teach writing exist, both the explicit teaching and practice of writing remain overlooked at the secondary level. The present study focused on effective instructional strategies for increasing the writing abilities of six high school students identified as having a high incidence disability or who were at-risk for writing failure. The goal of this single-participant multiple-baseline probe design study was to improve the persuasive essay writing of these students in order to (a) investigate to what degree specific composing and self-regulating strategies were effective in teaching persuasive essay writing to 10th grade students who were struggling writers, and (b) determine whether applying multiple exemplars in teaching the writing of persuasive essays produced generalized effects to untrained language arts writing probes. The dependent variables examined across students' written essays included the following: (a) essential functional essay elements for writing a persuasive essay, (b) total functional elements written, (c) total words written, (d) time spent planning and composing, and (e) quality. Visual analysis showed that the writing intervention developed for this study was effective in improving the writing ability of all participants. Social validity data collected from the participants, their parents, and their language arts teachers are presented. Implications for secondary teachers who work with struggling writers and recommendations for future writing research are also provided.His first area of concern was that generic products like the academic essay varied across disciplines. Second, these generic products do not adhere to one specific pattern. For example, he discussed the persuasive essay as having threeanbsp;...
|Title||:||The Effects of Self-regulated Strategy Development Training on the Persuasive Essay Writing of High School Students with Disabilities|
|Author||:||Sharlene Akemi Kiuhara|
|Publisher||:||ProQuest - 2009|