Recent attention to curriculum reform in reading, math, and science in American schools has also raised equal concern about the need to strengthen writing curriculum for all students (NCW, 2003). These reforms have charged teachers of students with significant cognitive disabilities with delivering instruction aligned with general education curriculum and that follow NCTE's guidelines for improving writing instruction for all students. However, little research in evidence-based writing practices is available to guide such instruction. For this reason, strategies that support both access to general curriculum and progress toward individual skills to support that access are critical to high school teachers as they strive to align individual education program (IEP) goals with more complex academic standards. The purpose of this study was to examine effects of the I Write NOW strategy on writing opinion paragraphs with students with significant cognitive disabilities. A multiple probe across participants design was used to determine the effects of I Write NOW strategy instruction on number of opinion paragraph components chosen correctly in response to an adapted writing prompt. A functional relationship was shown between the strategy instruction and components chosen correctly. Findings from stakeholder surveys show that parents, students, and general education personnel found the instruction to be practical and meaningful to high school students. Results from the study, limitations, and suggestions for future research and practice are discussed.persuasive essay in high school). For this reason, strategies that scaffold support specific to the writing task are needed. In one study, Graham and Harris (1989) used the mnemonic, TREE (note Topic, note Reasons, Examine reasons, noteanbsp;...
|Title||:||Effects of I Write NOW Strategy on High School Students with Significant Cognitive Disabilities' Participation in Composing an Opinion Paragraph|
|Author||:||Katherine C. Trela|
|Publisher||:||ProQuest - 2008|