A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial

Autor/in	Ray, Amber Beth
Titel	A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial
Quelle	(2017), (299 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-0101-0
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Disabilities; Writing Difficulties; High Stakes Tests; Writing Tests; College Entrance Examinations; Intervention; Program Effectiveness; Writing Strategies; Test Wiseness; Randomized Controlled Trials; Mathematics Skills; Writing Achievement; Persuasive Discourse; Vocabulary; Essays; ACT Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; Schreibstörung; Writing test; Schreibtest; Aufnahmeprüfung; Schreibtechnik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Persuasion; Persuasive Kommunikation; Wortschatz; Essay; Aufsatzunterricht; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01