Addressing Literacy Skills of Adolescent Girls in a Juvenile Justice Facility: Using the Self-Regulated Strategy Development Instructional Approach to Improve Written Summaries.
Developing the ability to summarize written text is a critical literacy skill set for adolescent students with disabilities. Four female students at-risk for emotional and behavioral disorders in a U.S. juvenile justice facility were taught the TRAP+IDEAS mnemonic using the self-regulated strategy d...
| Publicado en: | Behavioral Disorders Vol. 50; no. 3; pp. 136 - 149 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
May2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184652812&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184652812 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: May2025 vid: 50 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 184652812 182129177 184652812 184652812 10.1177/01987429241311297 184652812 ppf: 136 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Addressing Literacy Skills of Adolescent Girls in a Juvenile Justice Facility: Using the Self-Regulated Strategy Development Instructional Approach to Improve Written Summaries. aug: au: Pitzel, Allyson Sanders, Sara Rollins, Lauren Hart Hester, Olivia R. Hackney, Aimee J. Jolivette, Kristine affil: The University of Alabama, Tuscaloosa, USA sug: subj: Literacy Writing Students with Disabilities In Adolescence Juvenile Offenders Correctional Facilities Self Regulation Affective Disorders Risk Factors Behavioral Symptoms Risk Factors Risk Assessment Motivation Student Attitudes Human Female Adolescence Funding Source United States Descriptive Statistics Adolescent: 13-18 years Female ab: Developing the ability to summarize written text is a critical literacy skill set for adolescent students with disabilities. Four female students at-risk for emotional and behavioral disorders in a U.S. juvenile justice facility were taught the TRAP+IDEAS mnemonic using the self-regulated strategy development (SRSD) instructional approach to improve written summaries. The researchers employed a nonconcurrent multiple baseline design. Three students completed the study with observed improvements in summary content and quality of their written summaries with two students maintaining their summary content and quality during two weeks of maintenance. The social validity of the intervention, limitations, and future directions are presented. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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