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Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings
Author(s) -
FitzPatrick Erin R.,
McKeown Debra
Publication year - 2021
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12257
Subject(s) - psychology , copying , fidelity , vocabulary , intervention (counseling) , mathematics education , response to intervention , learning disability , quality (philosophy) , phonemic awareness , pedagogy , special education , developmental psychology , literacy , computer science , linguistics , telecommunications , philosophy , epistemology , psychiatry , political science , law
Abstract Writing 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 fifth‐grade special educator in an inclusive setting implemented Self‐regulated Strategy Development for the informational genre. Eight Black students participated—five had IEPs, three were referred by teachers. Research questions explored fidelity of SRSD instruction following practice‐based 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.