AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Areej ALHARBI, Brittany L HOTT, Beth A JONES, Harvetta R HENRY

Abstract


Background: Approximately 5% of      school­-aged children in the United States re­ce­ive special education services under the specific learning disabilities category.  Addi­tio­nally, 20% of all students experience di­fficulty with writing, spelling, and hand­writing. 

Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development (SRSD) for students with specific learning disabilities.

Method:  Percentage of non-overlapping data (PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria.

Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria. Both mean PND (89.69%, Range = 38% – 100%) and mean PEM (0.98, Range = 0.91 – 1.00) suggest that SRSD writing interventions are effective to highly effective. 

Conclusions: Althoudh additional research is needed, the results suggest that self-re­gu­la­­ted writing strategies are an effective in­ter­ven­tion to support students with specific lear­ning disabilities experiencing difficulty with writing. 


Keywords


Learning Disabilities, Self-Regulated Strategy Development, Writing Intervention, Single Subject Designs

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References


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DOI: http://dx.doi.org/10.1515/JSER-2015-0004

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