2025: Empowering the Future through Education, Diversity, and Hope
A Pilot Study Examining Self-Regulated Strategy Development for Narrative Writing in Non-Traditional High School Settings
Location
Hemmingson Ballroom
Start Date
15-4-2025 12:40 PM
End Date
15-4-2025 1:40 PM
Description
Research in alternative education placements reveals a high proportion of students that require evidenced-based practices and special education to achieve success (Ganon & Barber, 2015). This includes within multiple domains, such as behaviorally, academically, and in transition to adulthood (Ganon & Barber, 2015). Although it is one of the most crucial indicators of academic success, many secondary students do not meet basic writing expectations (Graham et al., 2013; National Assessment of Educational Progress, 2011). As such, they do not feel confident in their writing, prepared for various writing tasks, or motivated to write (Early et al., 2010; Ling et al., 2021; Wahleithner, 2020). Self-regulated strategy development (SRSD) is an evidence-based writing intervention designed to foster various skills of writing, from composing quality written pieces to setting goals and implementing self-regulation strategies to achieve these goals (Graham & Harris, 1989). Decades of empirical evidence follows SRSD, including with various research designs and diverse populations. In the current study, instruction in SRSD’s narrative writing genre was implemented in two separate non-traditional settings: one behavioral intervention (BI) classroom within a local high school and one alternative learning environment (ALE) under court jurisdiction. Dependent variables of the study included correctly spelled words, correct word sequences, and total written words. Pre- and post-test measures were gathered through Intervention Central’s curriculum-based measure of written expression (CBM-WE). Results from Hedge’s g analyses between pre- and post-test probe scores yielded small to moderate effect sizes across all three dependent variables. Social validity was gathered via exit interviews from student participants in which they identified strengths and needs of the intervention, both generally and for their own personal growth.
Recommended Citation
McDermott, Molly; Bochniarz, Zuzia; Gallo, John; Sisco-Taylor, Dennis; and Arnold, Kristen, "A Pilot Study Examining Self-Regulated Strategy Development for Narrative Writing in Non-Traditional High School Settings" (2025). Diversity & Social Justice in Education Conference. 43.
https://repository.gonzaga.edu/dsjconf/2025/general/43
Publication Date
2025
A Pilot Study Examining Self-Regulated Strategy Development for Narrative Writing in Non-Traditional High School Settings
Hemmingson Ballroom
Research in alternative education placements reveals a high proportion of students that require evidenced-based practices and special education to achieve success (Ganon & Barber, 2015). This includes within multiple domains, such as behaviorally, academically, and in transition to adulthood (Ganon & Barber, 2015). Although it is one of the most crucial indicators of academic success, many secondary students do not meet basic writing expectations (Graham et al., 2013; National Assessment of Educational Progress, 2011). As such, they do not feel confident in their writing, prepared for various writing tasks, or motivated to write (Early et al., 2010; Ling et al., 2021; Wahleithner, 2020). Self-regulated strategy development (SRSD) is an evidence-based writing intervention designed to foster various skills of writing, from composing quality written pieces to setting goals and implementing self-regulation strategies to achieve these goals (Graham & Harris, 1989). Decades of empirical evidence follows SRSD, including with various research designs and diverse populations. In the current study, instruction in SRSD’s narrative writing genre was implemented in two separate non-traditional settings: one behavioral intervention (BI) classroom within a local high school and one alternative learning environment (ALE) under court jurisdiction. Dependent variables of the study included correctly spelled words, correct word sequences, and total written words. Pre- and post-test measures were gathered through Intervention Central’s curriculum-based measure of written expression (CBM-WE). Results from Hedge’s g analyses between pre- and post-test probe scores yielded small to moderate effect sizes across all three dependent variables. Social validity was gathered via exit interviews from student participants in which they identified strengths and needs of the intervention, both generally and for their own personal growth.
Comments
Poster Session B