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The Pow+Tree Strategy’S Effects On The Argumentative Writing Of Struggling Secondary Students, Matthias Grünke
The Pow+Tree Strategy’S Effects On The Argumentative Writing Of Struggling Secondary Students, Matthias Grünke
Journal of Educational Research and Practice
The present study aims to evaluate the effects of an argumentative writing strategy (POW+TREE) on four struggling ninth graders’ ability to produce persuasive texts regarding their point of view on different questions. I applied a multiple-baseline design to evaluate outcomes across participants. The results indicate the intervention helped students to write more extensive essays, and evidence shows an increase in quality. Follow-up data suggest the effects remained after the treatment ended. I also discuss future research and the findings’ implications for practitioners.
Pre-Service Teacher Implementation Of Strategy Instruction: Effects On The Comprehension Of Middle School Students, Brennan Chandler, Jessica Hagaman
Pre-Service Teacher Implementation Of Strategy Instruction: Effects On The Comprehension Of Middle School Students, Brennan Chandler, Jessica Hagaman
The Journal of Special Education Apprenticeship
Recent legislation related to dyslexia has increased the focus on how reading is being taught in schools and how teachers are prepared to teach reading at the pre-service level. One promising teaching approach to supporting students with reading difficulties is the self- regulated strategy development (SRSD) model. However, there is limited research regarding whether the model can be implemented by pre-service teachers while still remaining effective. This study investigated the effects and fidelity of implementation of pre-service teacher implemented SRSD on the reading comprehension of middle school students identified as struggling in reading. A multiple baseline design across participants was …