Effectiveness of a Test-Taking Strategy on Achievement in Essay Tests for Students With Learning Disabilities

被引：13

作者：

Therrien, William J. ^{[1
]}

Hughes, Charles ^{[2
]}

Kapelski, Cory ^{[3
]}

Mokhtari, Kouider ^{[4
]}

机构：

[1] Univ Iowa, Iowa City, IA 52242 USA

[2] Penn State Univ, University Pk, PA 16802 USA

[3] Robinson Secondary Sch, Fairfax, VA USA

[4] Iowa State Univ, Ames, IA USA

来源：

JOURNAL OF LEARNING DISABILITIES | 2009年 / 42卷 / 01期

关键词：

strategy instruction; written language; quantitative research method;

D O I：

10.1177/0022219408326218

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：14 / 23

页数：10

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