PREP, TALK and CHECK: Dictation, Composition and Revision Strategies to Improve the Writing Skills of University Students with Learning Disabilities

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dc.contributor.authorMcManus, Kelly
dc.contributor.supervisorHarrison, Gina Louise
dc.date.accessioned2014-12-09T21:09:18Z
dc.date.available2014-12-09T21:09:18Z
dc.date.copyright2014en_US
dc.date.issued2014-12-09
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThe purpose of this study was to investigate the effectiveness of an intervention drawing on the instructional principles of the Self-Regulated Strategy Development Model (SRSD) to support the use of three writing strategies (PREP, TALK and CHECK) combined with the use of assistive technology for post-secondary students with learning disabilities (LD) and writing difficulties. Participants were four students between the ages of 18 and 32, registered with a campus disability service office at a mid-sized western Canadian university. In a multiple-probe, multiple-baseline within-subjects design, participants received intervention support during one-on-one sessions with a writing tutor. Intervention support covered planning, composing and revision processes and the integration of speech-recognition technology into participants’ academic routines. Percentage of non-overlapping data points (PNDs) indicated strong effects for spelling error rate (PNDs = 100), correct word sequences (PNDs = 91.3) and rate of incorrect word sequences (PNDs = 100). Effects were moderate for word count (PNDs = 82.6) and small for punctuation (PNDs = 60) and précis quality (PNDs = 56.5). Results indicate that the intervention was effective for reducing errors in participants’ writing, particularly along the dimensions of spelling, punctuation, capitalization, grammar and semantics. Results also indicate that the intervention was strongly effective at increasing the sequences of correct words, and therefore aided participants in generating higher-quality writing assignments to meet the academic demands of university. Implications for educators and psychological service providers working with postsecondary students with disabilities are discussed.en_US
dc.description.expiry2015-11-06en_US
dc.description.proquestcode0525en_US
dc.description.proquestemailkellyleemcmanus@gmail.comen_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/5746
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectlearning disabilitiesen_US
dc.subjectlearning strategiesen_US
dc.subjectpostsecondaryen_US
dc.subjectSelf Regulated Strategy Developmenten_US
dc.subjectwritingen_US
dc.subjectassistive technologyen_US
dc.titlePREP, TALK and CHECK: Dictation, Composition and Revision Strategies to Improve the Writing Skills of University Students with Learning Disabilitiesen_US
dc.typeThesisen_US

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