Effects of Technology-Based Graphic Organizers With Embedded Self-Regulated Strategies on the Quality of Persuasive Essay Writing by Struggling Writers

• In Event: 28.085 - English Language Arts and Literacy in Special Education: Strategies and Struggles

Abstract

This study was conducted to investigate the effects of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the persuasive writing in inclusive classrooms. The participants included 524 6th- and 7th-graders from 38 classrooms, three middle schools. Data on the number of transition words and holistic writing quality were collected at pretest, posttest, and maintenance. Students’ demographic data: gender, ELL and IEP status were coded dichotomously and used in the HLM analysis. The results demonstrate that all students using TBGO outperformed students in the control groups on ALL measures. Significant differences were maintained when TBGO was removed. Other individual factors that might impact writing as well as technology implementation advantages and challenges while using TBGO are discussed.

Authors

• Anya S. Evmenova, George Mason University

• Kelley Sarah Regan, George Mason University

• Samantha Ives, George Mason University