TWA + PLANS strategies for expository reading and writing: effects for nine fourth-grade students.(think while reading, pick goals, list ways to meet ... notes): An article from: Exceptional Children
Book Details
PublisherThomson Gale
ISBN / ASINB000JYW0SW
ISBN-13978B000JYW0S2
AvailabilityAvailable for download now
Sales Rank9,958,951
MarketplaceUnited States 🇺🇸
Description
This digital document is an article from Exceptional Children, published by Thomson Gale on September 22, 2006. The length of the article is 10637 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: Understanding and writing about expository material is difficult for many students. Content classroom activities and assessment tasks, however, are often structured within a framework of student reading followed by extended written response. This multiple probe design across subjects study examined the expository comprehension and informative writing performance of 9 fourth-grade low-achieving students, 4 with disabilities and 5 without disabilities, following Self-Regulated Strategy Development (SRSD) instruction for TWA (Think before reading, think While reading, think After reading) and PLANS (Pick goals, List ways to meet soak, And, make Notes and Sequence notes). Student performance, as measured by oral and written retells, improved and was maintained following instruction. Students also liked the strategies as well as instruction, and believed that TWA + PLANS improved their reading and writing.
Citation Details
Title: TWA + PLANS strategies for expository reading and writing: effects for nine fourth-grade students.(think while reading, pick goals, list ways to meet soak, and, make notes and sequence notes)
Author: Linda H. Mason
Publication:Exceptional Children (Magazine/Journal)
Date: September 22, 2006
Publisher: Thomson Gale
Volume: 73 Issue: 1 Page: 69(21)
Distributed by Thomson Gale
From the author: Understanding and writing about expository material is difficult for many students. Content classroom activities and assessment tasks, however, are often structured within a framework of student reading followed by extended written response. This multiple probe design across subjects study examined the expository comprehension and informative writing performance of 9 fourth-grade low-achieving students, 4 with disabilities and 5 without disabilities, following Self-Regulated Strategy Development (SRSD) instruction for TWA (Think before reading, think While reading, think After reading) and PLANS (Pick goals, List ways to meet soak, And, make Notes and Sequence notes). Student performance, as measured by oral and written retells, improved and was maintained following instruction. Students also liked the strategies as well as instruction, and believed that TWA + PLANS improved their reading and writing.
Citation Details
Title: TWA + PLANS strategies for expository reading and writing: effects for nine fourth-grade students.(think while reading, pick goals, list ways to meet soak, and, make notes and sequence notes)
Author: Linda H. Mason
Publication:Exceptional Children (Magazine/Journal)
Date: September 22, 2006
Publisher: Thomson Gale
Volume: 73 Issue: 1 Page: 69(21)
Distributed by Thomson Gale
