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Title page for ETD etd-06092010-185516


Type of Document Dissertation
Author Rogers, Leslie Ann
Author's Email Address lesliearogers@gmail.com
URN etd-06092010-185516
Title Effect of Self-regulated Strategy Development Story-writing Instruction: Adult School Volunteers in Action
Degree PhD
Department Special Education
Advisory Committee
Advisor Name Title
Steve Graham Committee Chair
Deborah Rowe Committee Member
Joseph Wehby Committee Member
Karen Harris Committee Member
Keywords
  • writing
  • supplemental literacy instruction
  • strategy instruction
  • nonprofessional adult volunteers
  • elementary
Date of Defense 2010-05-28
Availability unrestricted
Abstract
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.
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