TY - JOUR
T1 - Effectiveness of a test-taking strategy on achievement in essay tests for students with learning disabilities
AU - Therrien, William J.
AU - Hughes, Charles
AU - Kapelski, Cory
AU - Mokhtari, Kouider
PY - 2009/1
Y1 - 2009/1
N2 - Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students with reading and writing disabilities. Students were assigned via a stratified random sample to treatment or control group. Student scores were also compared to students without learning disabilities nominated by teachers as average writers. A 6-step essay strategy was taught that included analyzing the essay prompt, outlining, writing a response, and reviewing the answer. On the posttest, intervention group students significantly outperformed control group students on essay measures related to strategy use, content, and organization. There was no significant difference between treatment group and students without learning disabilities on posttest measures of content and organization.
AB - Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students with reading and writing disabilities. Students were assigned via a stratified random sample to treatment or control group. Student scores were also compared to students without learning disabilities nominated by teachers as average writers. A 6-step essay strategy was taught that included analyzing the essay prompt, outlining, writing a response, and reviewing the answer. On the posttest, intervention group students significantly outperformed control group students on essay measures related to strategy use, content, and organization. There was no significant difference between treatment group and students without learning disabilities on posttest measures of content and organization.
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U2 - 10.1177/0022219408326218
DO - 10.1177/0022219408326218
M3 - Article
C2 - 19103797
AN - SCOPUS:58049136526
SN - 0022-2194
VL - 42
SP - 14
EP - 23
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
IS - 1
ER -