A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial
abstract: High school students with high-incidence disabilities and struggling writers face considerable challenges when taking high-stakes writing assessments designed to examine their suitability for entrance to college. I examined the effectiveness of a writing intervention for improving these st...
Other Authors: | |
---|---|
Format: | Doctoral Thesis |
Language: | English |
Published: |
2017
|
Subjects: | |
Online Access: | http://hdl.handle.net/2286/R.I.44993 |
id |
ndltd-asu.edu-item-44993 |
---|---|
record_format |
oai_dc |
spelling |
ndltd-asu.edu-item-449932018-06-22T03:08:40Z A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial abstract: High school students with high-incidence disabilities and struggling writers face considerable challenges when taking high-stakes writing assessments designed to examine their suitability for entrance to college. I examined the effectiveness of a writing intervention for improving these students’ performance on a popular college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the Self-Regulated Strategy Development (SRSD) model. A randomized control trial was conducted where 20 high school students were randomly assigned to a treatment (N = 10) or control (N = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students’ planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, future research, and implications for practice are discussed. Dissertation/Thesis Ray, Amber Beth (Author) Graham, Stephen (Advisor) Harris, Karen R. (Committee member) Hart Barnett, Juliet (Committee member) Arizona State University (Publisher) Special education Secondary education College Entrance Exam High School Students Learning Disabilities Self-Regulated Strategy Development Struggling Writers Writing intervention eng 299 pages Doctoral Dissertation Learning, Literacies and Technologies 2017 Doctoral Dissertation http://hdl.handle.net/2286/R.I.44993 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2017 |
collection |
NDLTD |
language |
English |
format |
Doctoral Thesis |
sources |
NDLTD |
topic |
Special education Secondary education College Entrance Exam High School Students Learning Disabilities Self-Regulated Strategy Development Struggling Writers Writing intervention |
spellingShingle |
Special education Secondary education College Entrance Exam High School Students Learning Disabilities Self-Regulated Strategy Development Struggling Writers Writing intervention A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial |
description |
abstract: High school students with high-incidence disabilities and struggling writers face considerable challenges when taking high-stakes writing assessments designed to examine their suitability for entrance to college. I examined the effectiveness of a writing intervention for improving these students’ performance on a popular college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the Self-Regulated Strategy Development (SRSD) model. A randomized control trial was conducted where 20 high school students were randomly assigned to a treatment (N = 10) or control (N = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students’ planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, future research, and implications for practice are discussed. === Dissertation/Thesis === Doctoral Dissertation Learning, Literacies and Technologies 2017 |
author2 |
Ray, Amber Beth (Author) |
author_facet |
Ray, Amber Beth (Author) |
title |
A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial |
title_short |
A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial |
title_full |
A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial |
title_fullStr |
A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial |
title_full_unstemmed |
A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial |
title_sort |
college entrance essay exam intervention for students with disabilities and struggling writers: a randomized control trial |
publishDate |
2017 |
url |
http://hdl.handle.net/2286/R.I.44993 |
_version_ |
1718701526002696192 |