Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings Academic Article uri icon

abstract

  • AbstractWriting is an essential academic skill that proves challenging for many learners both with and without diagnosed learning disabilities. In this multiple probe across participants study, a fifthgrade special educator in an inclusive setting implemented Selfregulated Strategy Development for the informational genre. Eight Black students participatedfive had IEPs, three were referred by teachers. Research questions explored fidelity of SRSD instruction following practicebased professional development; social validity; and the impact on writing outcomes including genre elements, length, holistic quality, strategy use, and academic vocabulary. The teacher implemented SRSD with high fidelity. All writing outcomes increased following intervention. Instances of copying text directly from sources decreased. Both teacher and students rated SRSD high on measures of social validity.

published proceedings

  • LEARNING DISABILITIES RESEARCH & PRACTICE

author list (cited authors)

  • FitzPatrick, E. R., & McKeown, D.

citation count

  • 10

publication date

  • August 2021