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The Effectiveness of an SRSD Writing Intervention for Students with Epilepsy

The current study investigated the efficacy of using a writing intervention based in the self-regulated strategy development (SRSD) approach for teaching paragraph writing skills to three students with epilepsy who struggled with writing. Individuals with epilepsy often have difficulties with the same cognitive processes that are involved in the writing process such as attention, working memory, and self-regulation. The study used a multiple baseline approach and participants' paragraphs were examined across the following WIAT-II paragraph scoring domains: number of words written, mechanics, organization, vocabulary, and total paragraph score. Effects on participants' self-efficacy beliefs towards paragraph writing were also examined. Results revealed an improvement in number of words written, paragraph organization, overall writing quality, and self-efficacy towards writing for all participants following the ten week intervention. Limitations to the study and implications for educators are discussed. / Graduate / 0525 / 0529
Date03 April 2014
CreatorsSinclair, Kristin
ContributorsHarrison, Gina Louise
Source SetsUniversity of Victoria
LanguageEnglish, English
Detected LanguageEnglish
RightsAvailable to the World Wide Web

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