implemented. Teaching students to self-monitor typical structure and important elements of written their use of the organizational strategies is beneficial. summaries. Students need to practice more writing Daily report cards are very helpful for the students summaries. Intervention should be implemented for and parents. a longer period of time throughout the school year. References Students with EBDs do not create plans in advance of writing Boers, F., & Lindstromberg, S. (2005). Finding Ways The students show lower levels of on-task to Make Phrase-Learning Feasible: The behavior a low motivation to write There’s Mnemonic Effect of Alliteration. System: An Students with EBDs need more lengthy International Journal of Educational Technology intervention periods to be successful academically 225-238. And Applied Linguistics, 33(2), One intervention that has been successful on Martinussen, R., & Major, A. (2011). Working students with EBD in writing is the self-regulated Memory Weaknesses in Students with ADHD: strategy development (SRSD) approach. The six instructional stages are: develop background Implications for Instruction. Theory Into Practice, knowledge, discuss it, model it, memorize it, support 68-75. 50(1), it (guided practice), and independent practice. goal setting, self-monitoring, Saddler, B., Asaro-Saddler, K., Moeyaert, M., & There’s and self-reinforcement involved. Ellis-Robinson, T. (2017). Effects of a Students need to be taught strategies to create written Summarizing Strategy on Written Summaries of summaries using mnemonics through the SRSD approach. Children with Emotional and Behavioral Students may by using a mnemonic benefit Disorders. Remedial And Special Education, chart and a simple graphic organizer for planning. 87-97. 38(2), For example, the mnemonic is WIN and a it’s strategy. Write a topic sentence, Identify important information, and Number the FRI (facts, reasons, and ideas from the author). Teachers need to implement scaffolding while using WIN and gradually remove the support. Restating directions, redirecting statements, and applying motivational statements is beneficial. Intervention improves writing behaviors like planning. Students develop an awareness of the
implemented. Teaching students to self-monitor their use of the organizational strategies is beneficial. Daily report cards are very helpful for the students and parents. Students with EBDs do not create plans in advance of writing The students show lower levels of on-task behavior There’s a low motivation to write Students with EBDs need more lengthy intervention periods to be successful academically One intervention that has been successful on students with EBD in writing is the self-regulated strategy development (SRSD) approach. The six instructional stages are: develop background knowledge, discuss it, model it, memorize it, support it (guided practice), and independent practice. There’s goal setting, self-monitoring, and self-reinforcement involved. Students need to be taught strategies to create written summaries using mnemonics through the SRSD approach. Students may benefit by using a mnemonic chart and a simple graphic organizer for planning. For example, the mnemonic is WIN and it’s a strategy. Write a topic sentence, Identify important information, and Number the FRI (facts, reasons, and ideas from the author). Teachers need to implement scaffolding while using WIN and gradually remove the support. Restating directions, redirecting statements, and applying motivational statements is beneficial. Intervention improves writing behaviors like planning. Students develop an awareness of the typical structure and important elements of written summaries. Students need to practice more writing summaries. Intervention should be implemented for a longer period of time throughout the school year. References Boers, F., & Lindstromberg, S. (2005). Finding Ways to Make Phrase-Learning Feasible: The Mnemonic Effect of Alliteration. System: An International Journal of Educational Technology And Applied Linguistics, 33(2), 225-238. Martinussen, R., & Major, A. (2011). Working Memory Weaknesses in Students with ADHD: Implications for Instruction. Theory Into Practice, 50(1), 68-75. Saddler, B., Asaro-Saddler, K., Moeyaert, M., & Ellis-Robinson, T. (2017). Effects of a Summarizing Strategy on Written Summaries of Children with Emotional and Behavioral Disorders. Remedial And Special Education, 38(2), 87-97.
strategy1_mnemonics.docx