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| Autor/inn/en | Asaro-Saddler, Kristie; Bak, Nicole |
|---|---|
| Titel | Persuasive Writing and Self-Regulation Training for Writers with Autism Spectrum Disorders |
| Quelle | In: Journal of Special Education, 48 (2014) 2, S.92-105 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4669 |
| DOI | 10.1177/0022466912474101 |
| Schlagwörter | Persuasive Discourse; Autism; Pervasive Developmental Disorders; Essays; Writing (Composition); Mnemonics; Metacognition; Peer Teaching; Teaching Methods; Writing Instruction; Elementary School Students; National Assessment of Educational Progress |
| Abstract | In this single-subject study, we examined the effects of a persuasive writing and self-regulation strategy on the writing of children with autism spectrum disorders (ASD). Six children with ASD worked in pairs to learn a mnemonic-based strategy for planning and writing a persuasive essay using the self-regulated strategy development (SRSD) approach. Postintervention analysis revealed increases for all students in number of essay elements and holistic quality. Evidence of planning and self-regulation behaviors was also noted. Results support the assertion that utilizing a peer component to teach strategy instruction coupled with self-regulation procedures can positively affect the writing of children with ASD. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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