AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Background: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting. Goal: This literature review provides a syn...
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Autor*in:	Areej ALHARBI [verfasserIn] Brittany L. HOTT [verfasserIn] Beth A. JONES [verfasserIn] Harvetta R. HENRY [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; mac

Erschienen:	2015

Schlagwörter:	Learning Disabilities Self-Regulated Strategy Development Writing Intervention Single Subject Designs

Übergeordnetes Werk:	In: Journal of Special Education and Rehabilitation - Faculty of Philosophy, Institute of Special Education and Rehabilitation, 2010, 16(2015), 1-2, Seite 55-67
Übergeordnetes Werk:	volume:16 ; year:2015 ; number:1-2 ; pages:55-67

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.1515/JSER-2015-0004

Katalog-ID:	DOAJ003581802

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spelling	10.1515/JSER-2015-0004 doi (DE-627)DOAJ003581802 (DE-599)DOAJb2460754aea44868b15802d2b59a4e8c DE-627 ger DE-627 rakwb eng mac LC8-6691 Areej ALHARBI verfasserin aut AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting. Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development (SRSD) for students with specific learning disabilities. Methods: Percentage of non-overlapping data (PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria. Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria. Both mean PND (89.69%, Range = 38% – 100%) and mean PEM (0.98, Range = 0.91 – 1.00) suggest that SRSD writing interventions are effective to highly effective. Conclusion: Althoudh additional research is needed, the results suggest that self-regulated writing strategies are an effective intervention to support students with specific learning disabilities experiencing difficulty with writing. Learning Disabilities Self-Regulated Strategy Development Writing Intervention Single Subject Designs Special aspects of education Medicine R Brittany L. HOTT verfasserin aut Beth A. JONES verfasserin aut Harvetta R. HENRY verfasserin aut In Journal of Special Education and Rehabilitation Faculty of Philosophy, Institute of Special Education and Rehabilitation, 2010 16(2015), 1-2, Seite 55-67 (DE-627)609781707 (DE-600)2517028-4 1857663X nnns volume:16 year:2015 number:1-2 pages:55-67 https://doi.org/10.1515/JSER-2015-0004 kostenfrei https://doaj.org/article/b2460754aea44868b15802d2b59a4e8c kostenfrei http://jser.fzf.ukim.edu.mk/files/2015(1-2)/55-67%20Hot.pdf kostenfrei https://doaj.org/toc/1409-6099 Journal toc kostenfrei https://doaj.org/toc/1857-663X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 16 2015 1-2 55-67
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callnumber-first	L - Education
author	Areej ALHARBI
spellingShingle	Areej ALHARBI misc LC8-6691 misc Learning Disabilities misc Self-Regulated Strategy Development misc Writing Intervention misc Single Subject Designs misc Special aspects of education misc Medicine misc R AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES
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topic_title	LC8-6691 AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES Learning Disabilities Self-Regulated Strategy Development Writing Intervention Single Subject Designs
topic	misc LC8-6691 misc Learning Disabilities misc Self-Regulated Strategy Development misc Writing Intervention misc Single Subject Designs misc Special aspects of education misc Medicine misc R
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title	AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES
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title_full	AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES
author_sort	Areej ALHARBI
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author_browse	Areej ALHARBI Brittany L. HOTT Beth A. JONES Harvetta R. HENRY
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title_sort	evidence-based analysis of self-regulated strategy development writing interventions for students with specific learning disabilities
callnumber	LC8-6691
title_auth	AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES
abstract	Background: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting. Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development (SRSD) for students with specific learning disabilities. Methods: Percentage of non-overlapping data (PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria. Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria. Both mean PND (89.69%, Range = 38% – 100%) and mean PEM (0.98, Range = 0.91 – 1.00) suggest that SRSD writing interventions are effective to highly effective. Conclusion: Althoudh additional research is needed, the results suggest that self-regulated writing strategies are an effective intervention to support students with specific learning disabilities experiencing difficulty with writing.
abstractGer	Background: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting. Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development (SRSD) for students with specific learning disabilities. Methods: Percentage of non-overlapping data (PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria. Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria. Both mean PND (89.69%, Range = 38% – 100%) and mean PEM (0.98, Range = 0.91 – 1.00) suggest that SRSD writing interventions are effective to highly effective. Conclusion: Althoudh additional research is needed, the results suggest that self-regulated writing strategies are an effective intervention to support students with specific learning disabilities experiencing difficulty with writing.
abstract_unstemmed	Background: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting. Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development (SRSD) for students with specific learning disabilities. Methods: Percentage of non-overlapping data (PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria. Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria. Both mean PND (89.69%, Range = 38% – 100%) and mean PEM (0.98, Range = 0.91 – 1.00) suggest that SRSD writing interventions are effective to highly effective. Conclusion: Althoudh additional research is needed, the results suggest that self-regulated writing strategies are an effective intervention to support students with specific learning disabilities experiencing difficulty with writing.
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title_short	AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES
url	https://doi.org/10.1515/JSER-2015-0004 https://doaj.org/article/b2460754aea44868b15802d2b59a4e8c http://jser.fzf.ukim.edu.mk/files/2015(1-2)/55-67%20Hot.pdf https://doaj.org/toc/1409-6099 https://doaj.org/toc/1857-663X
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up_date	2024-07-03T18:51:07.940Z
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AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES

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