The Effects of Compare-Diagnose-Operate Strategy Instruction on the Revising Skills of Students With and Without Disabilities

• In Event: Writing Instruction and Interventions for Students With Disabilities

Abstract

The effects of a Compare-Diagnose-Operate (CDO) revising strategy was evaluated using a multiple-probe design across classrooms with multiple probes in baseline. Twenty-three 6th graders were randomly assigned to one of three general education classrooms. Data was collected from a total of 6 regular education students in each class (2 high-, 2 average-, 2 low-achieving writers) and 5 students with LD who (with one exception) were also assigned to classrooms in pairs. The results of this study showed that all students regardless of achievement level benefited from the revising instruction. Gains were observed in the number of meaningful changes and change in quality measures. In addition, holistic quality ratings doubled for students across all achievement levels.

Authors

• Cindy K. Sherman, University of Maryland

• Susan De La Paz, University of Maryland