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Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently

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dc.contributor.advisor Mastropieri, Margo A.
dc.contributor.author Cerar, Nancy Irby
dc.creator Cerar, Nancy Irby
dc.date 2012-04-11
dc.date.accessioned 2012-07-31T21:07:13Z
dc.date.available NO_RESTRICTION en_US
dc.date.available 2012-07-31T21:07:13Z
dc.date.issued 2012-07-31
dc.identifier.uri http://hdl.handle.net/1920/7912
dc.description.abstract A multiprobe, multiple baseline design was used to evaluate the effectiveness of persuasive writing strategy instruction. Six middle school students with emotional and behavioral disabilities (EBD) received two instructional phases of Self-Regulated Strategy Development (SRSD) instruction for writing persuasive essays over 33 days of intervention. A single paragraph essay was introduced first, followed by multiple paragraph essay instruction, followed by a generalization lesson. Assessments included: (a) at least 14 essays across: baseline, post instruction phase one, phase two, maintenance, and generalization; (b) Woodcock Johnson fluency subtests; (c) a self-efficacy measure; (d) sociality validly and student interviews; and (e) time on task during instruction measures. Assessments were scored and evaluated is several ways including: (a) essays by holistic quality, length, and number of persuasive essay elements; (b) Woodcock Johnson fluency subtest at pre- and post- testing; (c) self-efficacy at pre-, post-, and maintenance testing. Findings revealed positive effects for: (a) all essay measures at post-instructional phases, maintenance, and generalization testing periods; (b), the Woodcock Johnson fluency subtest; and (c) on the self-efficacy measure. These findings replicated and extended previously conducted written expression research with middle school students with EBD. Most importantly, results revealed that instructional order of single or multiple paragraphs appeared to work equally well when findings are compared with previous research and that students with severe EBD require extensive, intensive instruction. Implications for education of students with EBD and future research are also presented. en_US
dc.language.iso en en_US
dc.subject writing instruction en_US
dc.subject emotional disorders en_US
dc.subject self-regulated strategy development en_US
dc.subject strategy instruction en_US
dc.title Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently en_US
dc.type Dissertation en
thesis.degree.name PhD in Education en_US
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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