Term
Fall 2017
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Trish Harvey
Content Expert
Karlyn Doyle
Abstract
The author’s own and her students’ struggles with writing encouraged her to research best practices in teaching written language in order to ease the transition of students with learning disabilities to the regular education classroom. She found that Self-Regulated Strategy Development (SRSD) along with teaching the writing as a recursive process had the highest effect size. She narrowed her research by focusing on the stages of SRSD and best practices for teaching writing. She also reviewed the Minnesota writing standards for third through fifth grade. The author created an eight-lesson curriculum that incorporated the stages of SRSD for teaching narrative text structure, the writing process, as well as some of the the writing standards for third through fifth grade.
Project Type
Curriculum
Keywords
At-risk Students, Curriculum, Special Education, Writing
Recommended Citation
Irvin-Brown, Charlene K., "How Self-Regulated Strategy Development In Writing Eases The Transition From Special Education To Regular Education For Students With Learning Disabilities" (2017). School of Education and Leadership Student Capstone Projects. 91.
https://digitalcommons.hamline.edu/hse_cp/91
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations