자기조절 쓰기 전략교수가 장애대학생의 영어쓰기능력에 미치는 효과

Abstract

This study investigated the effects of SRSD writing instruction on the English writing ability by multiple probe design across students. This study examined the expository comprehension and informative writing performance of three low-achieving college students with disabilities, specifically hearing impairments, 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 goals, And make Notes and Sequence notes). Student performance, as measured by written summaries of designated texts, improved and was maintained following instruction. Students also took to the strategies used as well as instruction given, and believed that TWA & PLANS improved their reading and writing in English. SRSD has had significant and meaningful effects among students with disabilities in college settings. In this study, examples of SRSD writing instruction aimed at improvements in the length and quality of writing in English are described. Promising findings of recent research focussed on college students with disabilities are also highlighted. In addition, suggestions for the implementation of an effective learning strategy for college students with disabilities are provided. Finally, the possible limitations of this study and the potential direction of future research are presented.