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Writing from Text in Eight Middle School Learning Support Classrooms: Ascertaining Aspects of Intensive Intervention

Linda H. Mason, Shuting Zheng


The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who received treatment improved performance with small effects on written and oral retelling, and on a standardized reading test. Recommendations for strengthening the intensity of the intervention are suggested in the context of implications for research and practice. 

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learning disabilities; reading and writing; strategy instruction; intensive intervention

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