Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents with Disabilities and Writing Difficulties

Autor/inn/en	Brady, Kelly K.; Evmenova, Anya S.; Regan, Kelley S.; Ainsworth, Melissa K.; Gafurov, Boris S.
Titel	Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents with Disabilities and Writing Difficulties
Quelle	In: Journal of Special Education, 55 (2022) 4, S.222-233 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669211008256
Schlagwörter	Technology Uses in Education; Instructional Materials; Planning; Persuasive Discourse; Essays; Paragraph Composition; Students with Disabilities; Learning Disabilities; Writing Improvement; Student Attitudes; Intervention; Writing Difficulties; High School Students + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ablaufplanung; Planungsprozess; Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Schülerverhalten; Schreibstörung; High school; High schools; Oberschule
Abstract	A multiple-probe design was used to investigate planning and persuasive paragraph writing by three secondary students with disabilities and writing difficulties. The intervention consisted of one-on-one explicit instruction in persuasive writing and the use of a technology-based graphic organizer (TBGO) with embedded strategies and supports. Dependent variables included the number of sentences and overall holistic writing quality. The results were mixed. Two adolescents with the primary diagnosis of learning disabilities improved their writing performance when using the TBGO and remained above baseline levels when the TBGO was removed. One more participant diagnosed with autism demonstrated modest changes in the quantity and quality of his writing. Students reported positive perceptions of the TBGO, indicating a socially valid intervention. Implications, limitations, and directions for future research 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	2024/1/01