Date of Award:

12-2011

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation

Department name when degree awarded

Special Education

Committee Chair(s)

Robert Morgan

Committee

Robert Morgan

Committee

Timothy Slocum

Committee

Scott Ross

Committee

Mark McLellan

Abstract

The following study was done to examine the extent to which high-interest narrative writing prompts for 12- to 13-year old students in special education increase accuracy and total words written (TWW) in a 3-min timed writing sample compared to low-interest writing prompts.

Students who will participate will be individuals from a sixth- and seventh-grade special education language arts class who have been classified with LD. In this study, participants select high-interest writing prompts as story starter topics as preferred prompts for writing tasks. Initially, participants will select high- and low-interest writing topics using a prompt selection procedure. Given 40 potential writing topics, individual participants will select their 10 highest and lowest topics of interest. Participants will complete between 20-30, 3-min timed writing samples based on high- and low-interest narrative writing prompts. High- and low-interest topics were counterbalanced.

Percent accuracy, TWW, and correct writing sequences (CWS) will be recorders by the researcher. Each student’s scores will be compiled with the results of the other participants. This information will be used to determine areas of needed instruction for sixth- and seventh-grade students with LD in the curriculum area of writing. Where it is applicable and beneficial to the student, individual results will be used with confidentially to help achieve each student’s writing goal(s).

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Comments

Publication made available electronically December 21, 2011.

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