The Effects of Cognitive Strategy Instruction in Writing toward Junior High School Students with Learning Disabilities on Writing Instruction in Different Text Forms.

• Main Authors: Wan-ling Chang, 張菀玲
• Other Authors: Yeong-chrong Hu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/77511661626827245303

碩士 === 國立屏東教育大學 === 特殊教育學系 === 98 === The main purpose of the research was to discuss ” the effects of Cognitive Strategy Instruction in Writing（CSIW）toward junior high school students with learning disabilities on writing instruction in different text forms”. By the way of alternating treatment design in single subject studies, the researcher hoped to understand the respective effects of three junior high school students with learning disabilities on writing instruction in narrative and exposition, and then to compare relative effects of writing instruction in narrative and exposition. The findings and suggestion will provide some references for the workers of writing instruction. The assessments included the Writing Expression Rating Scale, the length of articles and standardized writing test, which were to assess the participants’ writing performances. According to the data analyzed through visual inspection, the research has found some conclusions as follows: I. After CSIW, students with learning disabilities has learning effectiveness on writing instruction in narrative. II. After CSIW, students with learning disabilities has learning effectiveness on writing instruction in exposition. III. After comparing relative effects of writing instruction in narrative and exposition, different students with learning disabilities has different learning effectiveness in different text forms. IV. After CSIW, the instruction could improve the performance of students with learning disabilities in standardized writing test.