Emphasizing Planning for Essay Writing with a Computer-Based Graphic Organizer

Autor/inn/en	Evmenova, Anya S.; Regan, Kelley; Boykin, Andrea; Good, Kevin; Hughes, Melissa; MacVittie, Nichole; Sacco, Donna; Ahn, Soo Y.; Chirinos, David
Titel	Emphasizing Planning for Essay Writing with a Computer-Based Graphic Organizer
Quelle	In: Exceptional Children, 82 (2016) 2, S.170-191 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402915591697
Schlagwörter	Instructional Materials; Essays; Writing Instruction; Computer Uses in Education; Educational Technology; Self Management; Disabilities; Grade 7; Grade 8; Emotional Disturbances; Behavior Disorders; Attention Deficit Hyperactivity Disorder; Autism; Pervasive Developmental Disorders; Writing Skills; Writing (Composition); Interviews; Middle School Students; Individualized Education Programs; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Essay; Aufsatzunterricht; Schreibunterricht; Computernutzung; Selbstmanagement; Handicap; Behinderung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Gefühlsstörung; Autismus; Writing skill; Schreibfertigkeit; Schreibübung; Interviewing; Interviewtechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Individualized education program; Individualisierendes Lernen
Abstract	The authors conducted a multiple-baseline study to investigate the effects of a computer-based graphic organizer (CBGO) with embedded self-regulated learning strategies on the quantity and quality of persuasive essay writing by students with high-incidence disabilities. Ten seventh- and eighth-grade students with learning disabilities, emotional and behavioral disorders, attention deficit hyperactivity disorder, and autism spectrum disorder participated in the study. The authors collected data on the number of words, sentences, transition words, essay parts, and holistic writing quality score across (a) baseline (writing on the computer without the CBGO), (b) CBGO-use phase (writing on the computer with the CBGO), and (c) maintenance (writing on the computer without the CBGO). In a visual analysis, all participants improved the quality of their writing, and the majority of students also increased the quantity of their writing. Student interview data are presented to discuss the social validity of this innovative technology-based intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01