Improving Narrative Writing Skills of Secondary Students with Disabilities Using Self-regulated Strategy Development
Open Access
Author:
Valasa, Lauren Lucille
Graduate Program:
Special Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
February 27, 2015
Committee Members:
Charles A Hughes, Dissertation Advisor/Co-Advisor Charles A Hughes, Committee Chair/Co-Chair Dr Rick Kubina, Committee Member Dr Linda Mason, Special Member David Lee, Committee Member David Meigs Beyer, Committee Member
Keywords:
narrative writing disabilities secondary self-regulated strategy development learning disability middle school writing
Abstract:
New policy outlines high standards for narrative essay writing at the secondary level. Unfortunately, students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multi-probe, multiple baseline design across three students, replicated once, was used to examine effects of Self-Regulated Strategy Development (SRSD) for the POW (Pick my genre then idea, Organize my notes, Write) + STACS (Setting, Tension, rising Action, Climax, Solution) strategy on narrative essay-writing skills of adolescents with disabilities. Results indicated students’ improved the quality of their narratives and included a greater number of strategy-specific and story grammar elements following instruction. Participants were also able to transfer skills across a history or social studies setting and could more accurately differentiate narrative writing prompts from expository and persuasive writing prompts. Treatment acceptability and implications for future research and practice are discussed.