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

收藏

页码：422 / 436

页数：29

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