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The Effects of Self-Regulated Strategy Development (SRSD) Writing Instruction on the English Writing Ability for College Students with Disabilities

손승현|조성희
한국특수교육문제연구소 (Research Institute of the Korea Special Education)|2015.12|특수교육저널:이론과 실천 (Journal of Special Education: Theory and Practice)|제16권 제4호|pp. 1-33|DOI http://dx.doi.org/10.19049.JSPED.2015.16.4.01

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참고문헌

키워드

청각장애쓰기writing장애대학생college students with disabilitieshearing impairmentSRSD자기조절전략교수
주제분류교육학

초록

This study investigated the effects of SRSD writing instruction on the English writing ability by multiple probe design across students. This study examined the expository comprehension and informative writing performance of three low-achieving college students with disabilities, specifically hearing impairments, following Self- Regulated Strategy Development (SRSD) instruction for TWA (Think before reading, think While reading, think After reading) and PLANS (Pick goals, List ways to meet goals, And make Notes and Sequence notes). Student performance, as measured by written summaries of designated texts, improved and was maintained following instruction. Students also took to the strategies used as well as instruction given, and believed that TWA & PLANS improved their reading and writing in English. SRSD has had significant and meaningful effects among students with disabilities in college settings. In this study, examples of SRSD writing instruction aimed at improvements in the length and quality of writing in English are described. Promising findings of recent research focussed on college students with disabilities are also highlighted. In addition, suggestions for the implementation of an effective learning strategy for college students with disabilities are provided. Finally, the possible limitations of this study and the potential direction of future research are presented.

Abstract

This study investigated the effects of SRSD writing instruction on the English writing ability by multiple probe design across students. This study examined the expository comprehension and informative writing performance of three low-achieving college students with disabilities, specifically hearing impairments, following Self- Regulated Strategy Development (SRSD) instruction for TWA (Think before reading, think While reading, think After reading) and PLANS (Pick goals, List ways to meet goals, And make Notes and Sequence notes). Student performance, as measured by written summaries of designated texts, improved and was maintained following instruction. Students also took to the strategies used as well as instruction given, and believed that TWA & PLANS improved their reading and writing in English. SRSD has had significant and meaningful effects among students with disabilities in college settings. In this study, examples of SRSD writing instruction aimed at improvements in the length and quality of writing in English are described. Promising findings of recent research focussed on college students with disabilities are also highlighted. In addition, suggestions for the implementation of an effective learning strategy for college students with disabilities are provided. Finally, the possible limitations of this study and the potential direction of future research are presented.

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