Writing from Text in Eight Middle School Learning Support Classrooms: Ascertaining Aspects of Intensive Intervention

Authors

DOI:

https://doi.org/10.18666/LDMJ-2018-V23-I2-9035

Keywords:

learning disabilities, reading and writing, strategy instruction, intensive intervention

Abstract

The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who received treatment improved performance with small effects on written and oral retelling, and on a standardized reading test. Recommendations for strengthening the intensity of the intervention are suggested in the context of implications for research and practice. 

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Author Biographies

Linda H. Mason, George Mason University

Professor of Special Education and Endowed Director Helen A. Kellar Institute for Human disAbility, Division of Special Education and disAbility Research, College of Education and Human Development

Shuting Zheng, University of North Carolina Chapel Hill

Doctoral Student at School of Education; Research Assistant at Frank Porter Graham Child Development Institute

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Published

2018-08-15

Issue

Vol. 23 No. 2 (2018)

Section

Articles

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