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A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial


Abstract High school students with high-incidence disabilities and struggling writers face considerable challenges when taking high-stakes writing assessments designed to examine their suitability for entrance to college. I examined the effectiveness of a writing intervention for improving these students’ performance on a popular college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the Self-Regulated Strategy Development (SRSD) model. A randomized control trial was conducted where 20 high school students were randomly assigned to a treatment (N = 10) or control (N = 10) condition. Control students received ACT math preparation. SRSD instruction stati... (more)
Created Date 2017
Contributor Ray, Amber Beth (Author) / Graham, Stephen (Advisor) / Harris, Karen R. (Committee member) / Hart Barnett, Juliet (Committee member) / Arizona State University (Publisher)
Subject Special education / Secondary education / College Entrance Exam / High School Students / Learning Disabilities / Self-Regulated Strategy Development / Struggling Writers / Writing intervention
Type Doctoral Dissertation
Extent 299 pages
Language English
Copyright
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Learning, Literacies and Technologies 2017
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS


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