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

Included in

Education Commons

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