The purpose of this study was to examine whether Self-Regulated Strategy Development (SRSD) for writing could be used as a Tier 2 intervention to improve the writing of fifth grade students identified as performing below the 50 th percentile on AIMSweb curriculum-based measures of correct writing sequences (WE-CBM CWS). Results of RMANOVA indicated that students in the SRSD Group made significant improvements in their WE-CBM mean score compared to the Control Group from pre- to post-test. Additional analyses using a modified WE-CBM that added one minute for students to organize their writing thoughts (EWE-CBM) did not show significant improvements to mean CWS scores. Qualitative analyses indicated that the intervention teacher and SRSD students found the intervention method to be easy to follow, helped improve their writing, and that they will use it again in the future. Evidence from this study suggests that SRSD can be effectively used as a Tier 2 writing intervention within a multi-tiered system of supports model. The limitations and implications for practice are discussed.
|Commitee:||Bourn, Gail, Steege, Mark|
|School:||University of Southern Maine|
|Department:||College of Education and Human Development|
|School Location:||United States -- Maine|
|Source:||DAI-A 76/04(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Elementary education, Educational psychology, Special education|
|Keywords:||At-risk writers, Multi-tiered system of supports, Self-regulated strategy development, Tier 2, Writing intervention|
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