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The Effects of Synchronous Online Cognitive Strategy Instruction in Writing for Students with Learning Disabilities

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Date Issued:
2012
Abstract/Description:
This study investigates the effects of self-regulated strategy development (Harris, Graham, (&) Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction with collaborative writing software (e.g., Google Docs word processing). A multiple probe across participants design was used to demonstrate a functional relationship between instruction and number of essay elements (EE). Number of correct minus incorrect word sequences (CIWS) was used as a secondary dependent measure. A non-experimental pre-post design was used to compare the mean performance of holistic writing quality scores and standard scores from the TOWL-3. All four participants gained EE and CIWS from baseline to treatment and demonstrated standard score changes from pre to post-test on the TOWL-3. Implications for writing instruction for students with LD using online learning environments are discussed.
Title: The Effects of Synchronous Online Cognitive Strategy Instruction in Writing for Students with Learning Disabilities.
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Name(s): Straub, Carrie, Author
Vasquez, Eleazar, Committee Chair
Wienke, Wilfred, Committee Member
Dieker, Lisa, Committee Member
Kaplan, Jeffrey, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2012
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study investigates the effects of self-regulated strategy development (Harris, Graham, (&) Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction with collaborative writing software (e.g., Google Docs word processing). A multiple probe across participants design was used to demonstrate a functional relationship between instruction and number of essay elements (EE). Number of correct minus incorrect word sequences (CIWS) was used as a secondary dependent measure. A non-experimental pre-post design was used to compare the mean performance of holistic writing quality scores and standard scores from the TOWL-3. All four participants gained EE and CIWS from baseline to treatment and demonstrated standard score changes from pre to post-test on the TOWL-3. Implications for writing instruction for students with LD using online learning environments are discussed.
Identifier: CFE0004606 (IID), ucf:49937 (fedora)
Note(s): 2012-12-01
Ph.D.
Education, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): writing instruction -- learning disabilities -- online education -- synchronous online instruction -- cognitive strategy instruction -- multiple baseline design -- self-regulated strategy development
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004606
Restrictions on Access: public 2012-12-15
Host Institution: UCF

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