Teaching writing strategies with tiered supports for middle school students with and without special needs: a case study

被引：4

作者：

Vander Hart, Nanho ^{[1
]}

Power, Mara ^{[2
]}

机构：

[1] Assumption Univ, Worcester, MA 01609 USA

[2] Univ Connecticut, Storrs, CT USA

来源：

PREVENTING SCHOOL FAILURE | 2022年 / 66卷 / 02期

关键词：

Disabilities; inclusion; middle school; strategy instruction; writing instruction; PERFORMANCE; INSTRUCTION; QUALITY;

D O I：

10.1080/1045988X.2021.2016568

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The effect of writing strategy instruction on three middle school students' narrative writing performance in actual classrooms was investigated. The results indicated that the writing strategy instruction improved writing performance of students with and without disabilities, as well as students who were English language learners when provided with tiered supports. Future research is needed on faculty development on writing strategy instruction and the implementation of other evidence-based writing instruction.

引用

页码：167 / 174

页数：8

共 23 条

[1] Self-Regulated Strategy Development and Generalization Instruction: Effects on Story Writing and Personal Narratives among Students with Severe Emotional and Behavioral Disorders [J].