We examined the efficacy of a combined electronic essay writing and editing mnemonic driven strategy with 24 college students in a two-year postsecondary program for students with developmental disabilities. We used a pre-posttest experimental design with random assignment to treatment/control groups. During 26 sessions each consisting of 50 min., students in the treatment group received essay writing and editing mnemonic-driven instruction that included explicit instruction and graphic organizers. Students used PCs and Microsoft Word to analyze essay-test questions, complete pre-writing planning, construct essay responses, and edit their work. Univar-iate analysis of posttests revealed a significant positive difference for the treatment group in using the essay writing and editing strategy steps, and in constructing essay responses. Following the end of the intervention, students responded to an essay prompt. The treatment group significantly outperformed the control group in applying strategy steps and produced better quality essays for ideas/organization, length, and spelling errors.
|Original language||English (US)|
|Number of pages||19|
|Journal||Education and Training in Autism and Developmental Disabilities|
|State||Published - Jun 2022|
Bibliographical noteFunding Information:
The research reported herein was supported in part by the Office of Postsecondary Education (OPE), U.S. Department of Education, through Grant P407A100030 to The University of Iowa. The opinions expressed are those of the authors and do not represent views of the OPE or the U.S. Department of Education. A portion of work was conducted at the first author’s previous affiliation, University of Iowa. Correspondence concerning this article should be addressed to Suzanne Woods-Groves, Department of Special Education, Rehabilitation, and Counseling, 2084 Haley Center, Auburn University, Auburn, AL 36849. E-mail: firstname.lastname@example.org
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