A large majority of students continue to fall below basic writing levels in spite of the existence of effective supplemental writing treatments (e.g., Self-Regulated Strategy Development model; SRSD; Harris, Graham, and Mason, 2003). In this dissertation, three trained school volunteers, all with high school diplomas, but without writing tutoring experience or teacher preparation backgrounds, effectively delivered structured story-writing instruction using the SRSD model to six third-grade struggling writers. The tutees were eight (n =2), nine (n = 2) and ten (n = 2) year old Caucasian (4/6; 67%), Latino (1/6; 17%) and African American (1/6; 17%) students. Two students had been referred for or were receiving special education services. A multiple-baseline design across subjects was used to determine overall effect. All students writing improved in number of essential story elements included in stories. Writing quality and production also improved. All sessions were audio recorded. Treatment fidelity was high (above 90% for the majority of lessons) as was inter-rater reliability on all outcome measures (range .73 to 1.00). Conclusions are drawn and implications for future research discussed.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-06092010-185516 |
| Date | 23 June 2010 |
| Creators | Rogers, Leslie Ann |
| Contributors | Joseph Wehby, Steve Graham, Karen Harris, Deborah Rowe |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-06092010-185516/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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