A College Entrance Essay Exam Intervention for Students with High-Incidence Disabilities and Struggling Writers

Autor/inn/en	Ray, Amber B.; Graham, Steve
Titel	A College Entrance Essay Exam Intervention for Students with High-Incidence Disabilities and Struggling Writers
Quelle	In: Learning Disability Quarterly, 44 (2021) 4, S.275-287 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ray, Amber B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720917761
Schlagwörter	High School Students; Students with Disabilities; Writing Difficulties; Writing Evaluation; Writing Tests; Essay Tests; College Entrance Examinations; Intervention; High Stakes Tests; Test Preparation; Writing (Composition); Persuasive Discourse; Instructional Effectiveness; Outcome Measures; ACT Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Schreibstörung; Writing test; Schreibtest; Schriftlicher Sprachgebrauch; Aufnahmeprüfung; Schreibübung; Persuasion; Persuasive Kommunikation; Unterrichtserfolg; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	High school students with high-incidence disabilities and struggling writers face considerable challenges when taking writing assessments designed for college entrance. This study examined the effectiveness of a writing intervention for improving students' performance on a 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 true-experiment 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. (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	2022/1/01