Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers With and Without Disabilities in Rural Schools: A Randomized Controlled Trial

Linda H. Mason; Anne Mong Cramer; Justin D. Garwood; Cheryl Varghese; Jill Hamm; Allen Murray

doi:10.1177/8756870517723617

Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers With and Without Disabilities in Rural Schools: A Randomized Controlled Trial

Linda H. Mason, Anne Mong Cramer, Justin D. Garwood, Cheryl Varghese, Jill Hamm, Allen Murray

Division of Education, Human Development & Social Sciences (Altoona)

Research output: Contribution to journal › Article › peer-review

10 Scopus citations

Abstract

A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers provided instruction in their inclusive classrooms. Results indicated that students receiving instruction improved in the number of persuasive elements and words written when compared with students in the control group. Differences in element type were evaluated with largest effects noted for reasons and explanations. Student group differences were noted with nonstruggling students having greater gains than struggling students.

Original language	English (US)
Pages (from-to)	168-179
Number of pages	12
Journal	Rural Special Education Quarterly
Volume	36
Issue number	4
DOIs	https://doi.org/10.1177/8756870517723617
State	Published - Dec 2017

All Science Journal Classification (ASJC) codes

Education
Development

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10.1177/8756870517723617

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title = "Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers With and Without Disabilities in Rural Schools: A Randomized Controlled Trial",

abstract = "A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers provided instruction in their inclusive classrooms. Results indicated that students receiving instruction improved in the number of persuasive elements and words written when compared with students in the control group. Differences in element type were evaluated with largest effects noted for reasons and explanations. Student group differences were noted with nonstruggling students having greater gains than struggling students.",

author = "Mason, {Linda H.} and Cramer, {Anne Mong} and Garwood, {Justin D.} and Cheryl Varghese and Jill Hamm and Allen Murray",

note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A04056. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2017.",

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AU - Varghese, Cheryl

AU - Hamm, Jill

AU - Murray, Allen

N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A04056. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Publisher Copyright: © Hammill Institute on Disabilities 2017.

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N2 - A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers provided instruction in their inclusive classrooms. Results indicated that students receiving instruction improved in the number of persuasive elements and words written when compared with students in the control group. Differences in element type were evaluated with largest effects noted for reasons and explanations. Student group differences were noted with nonstruggling students having greater gains than struggling students.

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Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers With and Without Disabilities in Rural Schools: A Randomized Controlled Trial

Abstract

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