Literaturnachweis - Detailanzeige
| Autor/inn/en | Jozwik, Sara; Cuenca-Carlino, Yojanna |
|---|---|
| Titel | Promoting Self-Advocacy through Persuasive Writing for English Learners with Learning Disabilities |
| Quelle | In: Rural Special Education Quarterly, 39 (2020) 2, S.82-90 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Jozwik, Sara) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870519892883 |
| Schlagwörter | Self Advocacy; Persuasive Discourse; English Language Learners; Students with Disabilities; Learning Disabilities; Writing (Composition); Writing Instruction; Instructional Effectiveness; Special Education; Rural Education; Self Management; Writing Strategies; Individualized Instruction; Essays Selbstbehauptung; Persuasion; Persuasive Kommunikation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Schreibübung; Schreibunterricht; Unterrichtserfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Ländliche Erwachsenenbildung; Selbstmanagement; Schreibtechnik; Individualisierender Unterricht; Essay; Aufsatzunterricht |
| Abstract | Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD. (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 | 2024/1/01 |
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