Improving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2024-08-18 DOI:10.1002/dys.1788
Kürşat Öğülmüş, Murat Hikmet Açıkgöz
{"title":"Improving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy","authors":"Kürşat Öğülmüş,&nbsp;Murat Hikmet Açıkgöz","doi":"10.1002/dys.1788","DOIUrl":null,"url":null,"abstract":"<p>Writing skills, crucial for various forms of expression, depend on effective planning and self-regulation. Competent writers emphasise pre-writing activities and self-regulation nevertheless students with Specific Learning Disabilities (SLD) often struggle with writing, impacting their academic achievement. This study explored the efficacy of the STOP and DARE strategy, grounded in the Self-Regulated Strategy Development (SRSD) model, for teaching persuasive writing to four high school students diagnosed with SLD. The study employed a multiple probe across subjects design to assess the impact of STOP and DARE on various persuasive writing skills. The intervention involved rigorous implementation of the strategy over 12–21 sessions, occurring 3 days a week for 80–90 min each day. The results indicated a functional relation between the strategy's implementation and improvements in persuasive essay elements, text length, use of linking words and holistic quality. Moreover, participants expressed a high level of satisfaction with the intervention. Future research could consider investigating functional text elements in addition to basic persuasive text elements. Furthermore, the adaptability of the STOP and DARE strategy to different languages and its applicability in diverse writing types, as well as its effectiveness in varied linguistic and cultural contexts, should be explored.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1788","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dyslexia","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/dys.1788","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

Abstract

Writing skills, crucial for various forms of expression, depend on effective planning and self-regulation. Competent writers emphasise pre-writing activities and self-regulation nevertheless students with Specific Learning Disabilities (SLD) often struggle with writing, impacting their academic achievement. This study explored the efficacy of the STOP and DARE strategy, grounded in the Self-Regulated Strategy Development (SRSD) model, for teaching persuasive writing to four high school students diagnosed with SLD. The study employed a multiple probe across subjects design to assess the impact of STOP and DARE on various persuasive writing skills. The intervention involved rigorous implementation of the strategy over 12–21 sessions, occurring 3 days a week for 80–90 min each day. The results indicated a functional relation between the strategy's implementation and improvements in persuasive essay elements, text length, use of linking words and holistic quality. Moreover, participants expressed a high level of satisfaction with the intervention. Future research could consider investigating functional text elements in addition to basic persuasive text elements. Furthermore, the adaptability of the STOP and DARE strategy to different languages and its applicability in diverse writing types, as well as its effectiveness in varied linguistic and cultural contexts, should be explored.

Abstract Image

提高有特殊学习障碍的高中生的说服性写作能力:STOP 和 DARE 策略。
写作技能对于各种形式的表达至关重要,它取决于有效的计划和自我调节。有能力的写作者强调写作前的活动和自我调节,然而,有特殊学习障碍(SLD)的学生往往在写作方面举步维艰,影响了他们的学业成绩。本研究探讨了以自我调节策略发展(SRSD)模式为基础的 "停止和敢于 "策略对四名被诊断为 SLD 的高中生进行说服性写作教学的有效性。该研究采用了跨科目多重探究设计,以评估 STOP 和 DARE 对各种说服性写作技能的影响。干预措施包括在 12-21 节课中严格实施该策略,每周进行 3 天,每天 80-90 分钟。结果表明,该策略的实施与劝说性文章要素、文章长度、关联词的使用和整体质量的提高之间存在函数关系。此外,参与者对干预表示高度满意。未来的研究除了考虑基本的劝说性文章要素外,还可以考虑调查功能性文章要素。此外,还应探讨 "停止和鼓励 "策略对不同语言的适应性、在不同写作类型中的适用性,以及在不同语言和文化背景下的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信