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The Effects of Instruction in Peer-Revision on the Persuasive Writing of Students with Emotional and Behavioral Disabilities

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dc.contributor.advisor Mastropieri, Margo A.
dc.contributor.author Mills, Sara
dc.creator Mills, Sara
dc.date.accessioned 2013-03-29T21:04:04Z
dc.date.available 2013-03-29T21:04:04Z
dc.date.issued 2012 en_US
dc.identifier.uri https://hdl.handle.net/1920/8083
dc.description.abstract A growing body of research supports the use of self-regulated strategy development (SRSD) to improve the writing skills of students with emotional and behavioral disorders (EBD). This single subject multiple baseline, multiple probe design study extends this research base by investigating the effects of peer-revision instruction on the persuasive essay writing of 10 eighth grade students (7 boys, 3 girls) with EBD. The study included: (a) baseline testing, (b) SRSD persuasive writing instruction, (c) SRSD posttesting, (d) revision instruction, (e) revision posttesting, and (f) six- to eight-week maintenance testing. Student performance on persuasive essay writing, on-task behavior, self-efficacy, writing fluency, and a social validity interview were collected.
dc.format.extent 288 pages en_US
dc.language.iso en
dc.rights Copyright 2012 Sara Mills en_US
dc.subject Special education en_US
dc.subject Education en_US
dc.subject emotional disability en_US
dc.subject literacy en_US
dc.subject peer-mediated instruction en_US
dc.subject revision en_US
dc.subject special education en_US
dc.subject writing en_US
dc.title The Effects of Instruction in Peer-Revision on the Persuasive Writing of Students with Emotional and Behavioral Disabilities
dc.type Dissertation
thesis.degree.level Doctoral
thesis.degree.discipline Education
thesis.degree.grantor George Mason University


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