Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities.

Area of Science:

• * Educational Psychology
• * Special Education
• * Writing Instruction

Background:

• * Students with learning disabilities (LD) often face challenges in academic writing.
• * Effective instructional strategies are needed to improve writing outcomes for this population.

Purpose of the Study:

• * To investigate the impact of Self-Regulated Strategy Development (SRSD) on persuasive writing for students with LD.
• * To assess improvements in persuasive writing outcomes, essay quality, and writing length.

Main Methods:

• * A multiple-baseline design with multiple probes was employed.
• * The study included eight students with LD in the fourth and fifth grades.
• * The intervention focused on paraphrasing text and persuasive quick-writing techniques.

Main Results:

• * Students demonstrated significant increases in persuasive writing outcomes following SRSD instruction.
• * Measurable improvements were observed in both the quality and length of student essays.
• * A functional relationship between the SRSD intervention and improved writing was established.

Conclusions:

• * SRSD is an effective instructional approach for enhancing persuasive writing skills in students with LD.
• * The findings support the integration of SRSD within broader reading and writing interventions.
• * Further research can explore the long-term effects and adaptability of SRSD across different writing genres.