WWC review of this study

The effects of synchronous online cognitive strategy instruction in writing for students with learning disabilities (Doctoral dissertation)

Straub, C. L. (2012). Retrieved from http://stars.library.ucf.edu/

  • Single Case Design
     examining 
    4
     Students
    , grades
    6-10

To view the detailed study findings from this review, please see  Self-Regulated Strategy Development Intervention Report -Students with a Specific Learning Disability (841 KB)

Characteristics of study sample as reported by study author.


  • Female: 25%
    Male: 75%
  • Race
    White
    100%
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    Florida

Setting

The study intervention took place in a secondary school in Florida, via an online tutoring system that connected the students to an instructor at a local university. The intervention occurred during a study hall period immediately after lunch.

Study sample

The study sample included four secondary school students who had been diagnosed with LD. All four students were White. Damon was a 14-year-old male in eighth grade; Carson was a 15-year-old male in ninth grade; Jake was a 16-year-old male in tenth grade; and Monica was a 13-year-old female in sixth grade.

Intervention

SRSD was used to teach students strategies for both planning and writing. An undergraduate research assistant delivered the instruction via online chatting and video conferencing through the use of Adobe Connect and Google Docs. The structure of the intervention included up to five lessons, where the fifth lesson would be repeated if the student did not meet prespecified criteria. Students were taught how to use the “POW+TREE” mnemonic strategies. POW reminded students to pick ideas, organize information, and then write and check their work. TREE prompted students to think of a topic sentence, reasons, examples, and an ending. During training, students could also earn points towards reinforcers. These reinforcers were described as “items valued at two dollars or less.” A preference assessment was used to develop a list of reinforcers, based on students’ preferences. Post-training essay probes were administered immediately following SRSD instruction.

Comparison

The study uses a multiple probe design across participants. During the baseline condition for each student, teachers taught their classes as usual.

Support for implementation

The tutor received 4 hours of training in applying the instructional procedures of SRSD.

 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

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