Special Education ETDs

Publication Date

Spring 4-2-2024

Abstract

Because writing is complex and draws upon so many psychological and cognitive processes, learning to write is even more challenging for students with disabilities than it is for typically developing students. Nonetheless, writing research in the field of education and special education lags behind that of many other academic subjects. The body of research that does exist, indicates that affective factors (attitude toward writing, evaluation of self as writer, enjoyment of writing) impacts students’ writing achievement. This paper proposes a multiple baseline across settings study to determine whether including a response journal element as part of classroom writing assessment writing affects attitude toward writing of students with disabilities. The project follows from understanding the unique cognitive characteristics of adolescents as well as current theories of writing development and writing assessment. Results indicated that the dialogue journals reflected and supported participants’ cognitive development, and increased their confidence, self-efficacy and self-image as writers as well as their motivation to continue to improve their writing. Implications for research include confirming previous research and filling a gap in the research with a successful strategy for improving adolescent writing.

Keywords

Assessment, Writing Assessment, Special Education, General Education, Inclusive Practices

Document Type

Dissertation

Language

English

Degree Name

Special Education

Level of Degree

Doctoral

First Committee Member (Chair)

Margo Collier

Second Committee Member

Sunaina Shenoy

Third Committee Member

Allison Nanneman

Fourth Committee Member

Mary Rice

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