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Persuading students with emotional disabilities to write: a design study

Literacy and Learning

ISBN: 978-1-84950-776-9, eISBN: 978-1-84950-777-6

Publication date: 22 February 2010


An exploratory study was undertaken to examine the implementation of strategy instruction in persuasive writing with a class of 10 adolescent students with severe emotional/behavioral disabilities (EBD). Several learner characteristics were observed to interact with curriculum and instructional variables. Modifications were made, on an ongoing basis, to respond to these student characteristics. After approximately four months of instruction, findings indicated that all students had mastered the components of effective persuasive essay writing, and performed competently on criterion writing measures, greatly different from performance at the beginning of instruction. Although the design of this investigation does not allow for definitive causal explanations, insights were gained regarding the interaction between EBD characteristics and strategy instruction. Implications for further research are discussed.


Mastropieri, M.A., Scruggs, T.E., Cuenca-Sanchez, Y., Irby, N., Mills, S., Mason, L. and Kubina, R. (2010), "Persuading students with emotional disabilities to write: a design study", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Literacy and Learning (Advances in Learning and Behavioral Disabilities, Vol. 23), Emerald Group Publishing Limited, Leeds, pp. 237-268.



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