AbstractsEducation Research & Administration

The Effects of Instruction in Peer-Revision on the Persuasive Writing of Students with Emotional and Behavioral Disabilities

by Sara Mills

Institution: George Mason University
Year: 2012
Keywords: Special education; Education; emotional disability; literacy; peer-mediated instruction; revision; special education; writing
Record ID: 1939593
Full text PDF: http://hdl.handle.net/1920/8083


A growing body of research supports the use of self-regulated strategy development (SRSD) to improve the writing skills of students with emotional and behavioral disorders (EBD). This single subject multiple baseline, multiple probe design study extends this research base by investigating the effects of peer-revision instruction on the persuasive essay writing of 10 eighth grade students (7 boys, 3 girls) with EBD. The study included: (a) baseline testing, (b) SRSD persuasive writing instruction, (c) SRSD posttesting, (d) revision instruction, (e) revision posttesting, and (f) six- to eight-week maintenance testing. Student performance on persuasive essay writing, on-task behavior, self-efficacy, writing fluency, and a social validity interview were collected.