Efficacy of an Electronic Editing Strategy with College Students with Intellectual and Developmental Disabilities

被引：0

作者：

Woods-Groves, Suzanne ^{[1
]}

Hua, Youjia ^{[2
]}

Ford, Jeremy W. ^{[3
]}

Neil, Katelyn M. ^{[1
]}

机构：

[1] Univ Iowa, Iowa City, IA USA

[2] Univ Virginia, Charlottesville, VA 22903 USA

[3] Boise State Univ, Boise, ID 83725 USA

来源：

EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES | 2017年 / 52卷 / 04期

关键词：

ESSAY-WRITING STRATEGY; POSTSECONDARY STUDENTS; INSTRUCTION; INDIVIDUALS; PROGRAM;

D O I：

暂无

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

In this study we investigated an editing strategy to develop effective proofreading skills (i.e., mechanics and substantive revisions) within electronic texts through an experimental pre- and posttest group design with random assignment. Fifteen college students with intellectual and developmental disabilities participated in this investigation. The results of this study reveal a significant positive difference for the EDIT Strategy instruction group when compared with the non-intervention group for the total number and type of editing errors corrected in the posttest and follow-up 5 and 11-week maintenance phases. The findings support the use of the EDIT Strategy with study participants in improving the editing skills of postsecondary learners with intellectual and developmental disabilities.

引用

页码：422 / 436

页数：29

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