Discovering Mentors: The Impact of Mentor Text Instruction on the Text-Based Writing Quality of Middle School Students with Disabilities
Discovering Mentors: The Impact of Mentor Text Instruction on the Text-Based Writing Quality of Middle School Students with Disabilities
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211150926
- ISBN
- 9798383677230
- DDC
- 370
- 서명/저자
- Discovering Mentors: The Impact of Mentor Text Instruction on the Text-Based Writing Quality of Middle School Students with Disabilities
- 발행사항
- [Sl] : University of Florida, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 343 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
- 주기사항
- Advisor: Griffin, Cynthia C.
- 학위논문주기
- Thesis (Ph.D.)--University of Florida, 2024.
- 초록/해제
- 요약Results from national and state writing assessments suggest teachers struggle to meet the writing needs of students with disabilities as they score significantly lower than the overall population. With the implementation of Common Core State Standards in 2010, text-based writing became increasingly important for academic success both in the classroom and on standardized assessments. For students with disabilities, the complexity of text-based writing, where students are expected to state a clear purpose and use multiple text sources to support their analyses, is increasingly difficult, suggesting further targeted instruction is needed. While evidence suggests mentor text instruction, or the study of models, is an effective form of writing instruction for adolescents, further research is needed on its impact on the writing of middle school students with disabilities. Thus, this study used a multiple-probes across dyads design to investigate the achievement effects of small group mentor text instruction, using the Discovering Mentors intervention, on the text-based writing quality of middle school students with disabilities identified as struggling writers. Results suggest there is a functional relationship between Discovering Mentors and increases in the text-based writing quality of participants. Additional analyses show statistically significant effects on two of the three factors determining writing quality and participants' holistic writing scores.
- 일반주제명
- Education
- 일반주제명
- Special education
- 일반주제명
- Disability studies
- 키워드
- Mentor texts
- 키워드
- Middle schools
- 키워드
- Disabilities
- 키워드
- Writing
- 기타저자
- University of Florida Special Education School Psychology and Early Childhood Studies
- 기본자료저록
- Dissertations Abstracts International. 86-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798383677230
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aPeterson, Angela V.
■24510▼aDiscovering Mentors: The Impact of Mentor Text Instruction on the Text-Based Writing Quality of Middle School Students with Disabilities
■260 ▼a[Sl]▼bUniversity of Florida▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a343 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: A.
■500 ▼aAdvisor: Griffin, Cynthia C.
■5021 ▼aThesis (Ph.D.)--University of Florida, 2024.
■520 ▼aResults from national and state writing assessments suggest teachers struggle to meet the writing needs of students with disabilities as they score significantly lower than the overall population. With the implementation of Common Core State Standards in 2010, text-based writing became increasingly important for academic success both in the classroom and on standardized assessments. For students with disabilities, the complexity of text-based writing, where students are expected to state a clear purpose and use multiple text sources to support their analyses, is increasingly difficult, suggesting further targeted instruction is needed. While evidence suggests mentor text instruction, or the study of models, is an effective form of writing instruction for adolescents, further research is needed on its impact on the writing of middle school students with disabilities. Thus, this study used a multiple-probes across dyads design to investigate the achievement effects of small group mentor text instruction, using the Discovering Mentors intervention, on the text-based writing quality of middle school students with disabilities identified as struggling writers. Results suggest there is a functional relationship between Discovering Mentors and increases in the text-based writing quality of participants. Additional analyses show statistically significant effects on two of the three factors determining writing quality and participants' holistic writing scores.
■590 ▼aSchool code: 0070.
■650 4▼aEducation
■650 4▼aSpecial education
■650 4▼aDisability studies
■653 ▼aMentor texts
■653 ▼aMiddle schools
■653 ▼aDisabilities
■653 ▼aWriting
■653 ▼aHolistic writing scores
■690 ▼a0515
■690 ▼a0201
■690 ▼a0529
■71020▼aUniversity of Florida▼bSpecial Education, School Psychology and Early Childhood Studies.
■7730 ▼tDissertations Abstracts International▼g86-02A.
■790 ▼a0070
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160176▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
