|Institution:||George Mason University|
|Keywords:||Special education; Education; emotional disability; literacy; peer-mediated instruction; revision; special education; writing|
|Full text PDF:||http://hdl.handle.net/1920/8083|
A growing body of research supports the use of self-regulated strategy development (SRSD) to improve the writing skills of students with emotional and behavioral disorders (EBD). This single subject multiple baseline, multiple probe design study extends this research base by investigating the effects of peer-revision instruction on the persuasive essay writing of 10 eighth grade students (7 boys, 3 girls) with EBD. The study included: (a) baseline testing, (b) SRSD persuasive writing instruction, (c) SRSD posttesting, (d) revision instruction, (e) revision posttesting, and (f) six- to eight-week maintenance testing. Student performance on persuasive essay writing, on-task behavior, self-efficacy, writing fluency, and a social validity interview were collected.