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Examining the Effects of Self-Regulated Strategy Development in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities

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Date Issued:
2013
Abstract/Description:
This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.
Title: Examining the Effects of Self-Regulated Strategy Development in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities.
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Name(s): Miller, Katie, Author
Little, Mary, Committee Chair
Dieker, Lisa, Committee Member
Pearl, Cynthia, Committee Member
Roberts, Sherron, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2013
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.
Identifier: CFE0004893 (IID), ucf:49674 (fedora)
Note(s): 2013-08-01
Ph.D.
Education, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): writing instruction -- strategy -- writing intervention -- self-regulated strategy development -- elementary -- learning disabilities -- video modeling -- video self-modeling -- writing -- elementary -- learning disability
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004893
Restrictions on Access: public 2013-08-15
Host Institution: UCF

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