Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development

• Autores: Scott K. Baker, David J. Chard, Leanne R. Ketterlin Geller, Chanisa Apichatabutra, Christian Doabler
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 75, Nº. 3, 2009 (Ejemplar dedicado a: Evidence-based practices for reading math, writting, and behavior), págs. 303-318
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • This study evaluates the quality of the research and evidence base for a writing intervention called Self-Regulated Strategy Development (SRSD; Graham &- Harris, 1989; Harris &- Graham, 1996) for students with and at risk for learning disabilities, using criteria for group research studies suggested by Gersten et al. (2005) and single-subject research studies suggested by Horner et al. (2005). Five experimental and quasi-experimental studies and 16 single-subject studies investigating SRSD were analyzed on numerous methodological dimensions. Both the group design and single-subject studies also met proposed standards for an evidence-based practice. The potential value of analyzing approaches and interventions using the proposed quality indicators and standards for evidence-based practices is discussed, as are implications for research and practice.