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comparison of the writing products of students with learning disabilities in inclusive and resource room settings using different writing instruction approaches

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Date Issued:
1997
Summary:
The teaching of writing has become a major research focus in the field of education. In general education classrooms, the teaching of writing is increasingly being taught as a process, in which students write for authentic purposes and develop a community of writers. This study was designed to investigate the effects of teaching students with learning disabilities (LD) writing using four different instructional approaches. These approaches included a process-writing approach called Writers' Workshop, writing strategies, Writers' Workshop/strategies, and a skills-based model. This study also focused on the educational setting in which the student with LD was taught. A pull-out resource room (PO) or a self-contained classroom and an In-Class Direct (ICD) model called inclusion that provides educational services for students with disabilities in a general education classroom with their peers without disabilities. A total of 99 fourth grade students with LD from 15 different elementary schools in the Beach County, Florida School District participated in this study. Forty-three students were in the PO service delivery model and 56 were in the ICD delivery model. Twenty-seven students received strategies instruction, 24 received Writers' Workshop instruction, 21 received skills-based instruction and 27 received Writers' Workshop/strategies instruction. All subjects wrote a response to a narrative prompt from the Florida Writes! assessment for a pretest and posttest measure. The results of this study were analyzed using an ANCOVA design; the pretest score was the covariate. The instructional program was significant at the selected alpha level of.05; F\ (3)=5.022,\ p.05 and the interaction of educational setting with instructional program was non-significant, F\ (3)=2.109,\ p>.05. A Scheffe analysis was conducted and pairwise differences indicated that Writers' Workshop/strategies instructional program made a significant difference in the writing products of the students in this study. There was a significant difference in the results of the subjects who participated in the strategies model and the subjects who participated in the skills-based model.
Title: A comparison of the writing products of students with learning disabilities in inclusive and resource room settings using different writing instruction approaches.
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Name(s): Curry, Kimberly Ann.
Florida Atlantic University, Degree grantor
Taylor, Ronald L., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1997
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 246 p.
Language(s): English
Summary: The teaching of writing has become a major research focus in the field of education. In general education classrooms, the teaching of writing is increasingly being taught as a process, in which students write for authentic purposes and develop a community of writers. This study was designed to investigate the effects of teaching students with learning disabilities (LD) writing using four different instructional approaches. These approaches included a process-writing approach called Writers' Workshop, writing strategies, Writers' Workshop/strategies, and a skills-based model. This study also focused on the educational setting in which the student with LD was taught. A pull-out resource room (PO) or a self-contained classroom and an In-Class Direct (ICD) model called inclusion that provides educational services for students with disabilities in a general education classroom with their peers without disabilities. A total of 99 fourth grade students with LD from 15 different elementary schools in the Beach County, Florida School District participated in this study. Forty-three students were in the PO service delivery model and 56 were in the ICD delivery model. Twenty-seven students received strategies instruction, 24 received Writers' Workshop instruction, 21 received skills-based instruction and 27 received Writers' Workshop/strategies instruction. All subjects wrote a response to a narrative prompt from the Florida Writes! assessment for a pretest and posttest measure. The results of this study were analyzed using an ANCOVA design; the pretest score was the covariate. The instructional program was significant at the selected alpha level of.05; F\ (3)=5.022,\ p.05 and the interaction of educational setting with instructional program was non-significant, F\ (3)=2.109,\ p>.05. A Scheffe analysis was conducted and pairwise differences indicated that Writers' Workshop/strategies instructional program made a significant difference in the writing products of the students in this study. There was a significant difference in the results of the subjects who participated in the strategies model and the subjects who participated in the skills-based model.
Identifier: 9780591616590 (isbn), 12529 (digitool), FADT12529 (IID), fau:9420 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): College of Education
Thesis (Ed.D.)--Florida Atlantic University, 1997.
Subject(s): Learning disabled children--Education
English language--Study and teaching (Primary)
Resource programs (Education)
Inclusive education
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/12529
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.