Journal article
Efficacy of a Combined Electronic Essay Writing and Editing Strategy with Postsecondary Students with Developmental Disabilities
Education and training in autism and developmental disabilities, Vol.57(2), pp.177-195
06/01/2022
Abstract
We examined. the efficacy of a combined electronic essay writing and editing mneumonic driven strategy with 24 college students in a two-year postsecondary program for students with developmental disabilities. We used a pre-posttest experimental design with random assignment to treatment/control groups. During 26 sessions each consisting of 50 min., students in the treatment group received essay writing and editing mnemonic-driven instruction that included explicit instruction and graphic organizers. Students used PCs and Microsoft Word to analyze essay-test questions, complete pre-writing planning construct essay responses, and edit their work. Univariate analysis of osttests revealed a significant positive difference for the treatment group in using the essay writing and editing strategy steps, and in constructing essay responses. Following the end of the intervention, students responded to an essay prompt. The treatment group significantly outperformed the control group in applying strategy steps and produced better quality essays for ideas/organization, length, and spelling errors.
Details
- Title: Subtitle
- Efficacy of a Combined Electronic Essay Writing and Editing Strategy with Postsecondary Students with Developmental Disabilities
- Creators
- Suzanne Woods-Groves - Auburn UniversityKinga Balint-Langel - University of Minnesota, DuluthDerek B. Rodgers - University of Nebraska–LincolnMichelle L. Hinzman-Ferris - Univ Iowa, Iowa City, IA 52242 USA
- Resource Type
- Journal article
- Publication Details
- Education and training in autism and developmental disabilities, Vol.57(2), pp.177-195
- Publisher
- Division on Autism and Developmental Disabilities, Council Exceptional Children
- eISSN
- 2154-1647
- Number of pages
- 19
- Language
- English
- Date published
- 06/01/2022
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984371076302771
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