1. Ensuring a literate future
Samuel Whitley, Yojanna Cuenca-Carlino, and Tiffany Sloan

2. Introduction
In 2015, over a quarter of the twelfth graders assessed with the reading subsection of the National Assessment of Educational Progress displayed below basic reading abilities (National Center for Education Statistics, 2017).
Nearly three fourths of the nation’s twelfth graders show writing skills at the basic or below basic level (National Center for Education Statistics, 2012).
Previous research has indicated that reading comprehension and written expression are inextricably linked.
Secondary students well served by receiving instruction in both areas (Graham & Perin, 2007).

3. Purpose of the study
Utilize a Self-Regulated Strategy Development (SRSD) framework in conjunction with standard educational practices to improve the abilities of secondary students to read and summarize expository texts.
Extend the use of SRSD to an economically and ethnically diverse set of students.

4. Research questions
What impact does the use of the TWA plus SHORT mnemonic have on students reading comprehension and written expression when embedded within a SRSD framework?
Does the use of SRSD improve students’ perceptions of their self-efficacy in writing?

5. Sample Consisted of three high school students
Penny = Caucasian female in the 10th grade. Eligible for special education under the category of OHI. IEP identified areas of deficit included reading comprehension, as well as planning and organizing her writing.
Laski = Caucasian female in 9th grade. Eligible for special education under the category of SLD. IEP identified area of deficit included written expression (planning, organization, and sequencing of thoughts).
David = Hispanic male in 10th grade. Eligible for special education under the category of OHI. IEP identified areas of deficit included reading comprehension, as well as planning and organizing his writing.

6. Setting and Interventionist
Project Success room. This is a classroom that provides specialized academic remediation for students who qualify for specialized academic services.
Not all students received instruction at identical times. Students not engaged in direct instruction on the mnemonics embedded in the SRSD framework completed teacher established small group or individual seatwork activities under the supervision of the classroom paraprofessional
Implemented by the special education teacher
LBS I certified
12 years experience teaching
No experience with SRSD

7. Teacher training and support
Teacher provided with pre-intervention professional development by authors of study covering:
Background information of SRSD
Basic information on research design and procedures
Expectations for successful researcher-teacher partnership
Discussion of materials and SRSD lesson modeling

8. Reading Materials

9. Intervention: SRSD
SRSD is a writing strategy that incorporates instruction in self-regulation.
Evidence-based practice for students with LD and EB/D
Over 40 years of studies
Used to teach:
Narrative writing
Argumentative writing
Revising
Reading comprehension
Reading comprehension plus written summaries
Math
Word problem solving
Solving multi-step equations

10. SRSD Lessons The SRSD lessons can be taught:
Individually
In small or large groups
Typically 3-4 times a week for minutes sessions
The number of lessons required depends on how quickly students progress through the stages

11. Stages of SRSD Stages Process Purpose Stage 1
Develop and activate background knowledge
Increase background knowledge
Discussion about reading and writing
Example: characteristics of good readers and writers, types of expository texts, characteristics of good summaries
Stage 2
Discuss the strategy including benefits and expectations
How and when to use the strategy
Self-regulation procedures are emphasized (i.e. goal setting, monitoring) TWA+SHORT
Stage 3
Model the strategy
Teachers model the strategy- Inner thought process
Stage 4
Memorize the strategy
Practice steps of the process and memorize the strategy
Stage 5
Provide guided practice
Longest of the stages. Students practice writing with help
Stage 6
Independent practice
Students require little or no support. Write independently-

12. Self-Regulation Principles in SRSD
Goal
Write a summary
What is it I have to do?”
“Hooray, I’m done!”
“The first step in writing is “P” – pick my idea.”
Self-reinforcement
Planning
TWA+SHORT
Self-Regulation Principles in SRSD
Set goals for learning
Talk to themselves in positive ways about learning
Use self-instruction to guide themselves through a learning problem
Monitor their comprehension or progress
Reward themselves for success
Self-evaluation
Graph their progress
“I have to take my time…Think of the steps.”
Attention control/
self-management
Self-monitoring
“I need to slow down and take my time.”
Application of
learning strategies
TWA+SHORT
“Am I following my plan?”

13. Stage 1 Develop background knowledge Sign learning contract
Importance of learning reading and writing strategies
Comprehension strategies
Re-read, reduce rate, stop and think
Writing strategies
Note taking, finding main idea, rephrasing, planning
Sign learning contract

14. Contract

15. Stage 2 Discuss the strategy Two lessons
Lesson 1: Introduce TWA mnemonic
T = Think Before Reading (1. Purpose, 2. Previous knowledge, 3. What to learn)
W = Think While Reading (1. Speed, 2. Previous knowledge, 3. Rereading)
A = Think After Reading (1. Main idea, 2. Summarization, 3. What you learned)
Main idea highlighted with yellow, details numbered and highlighted in blue

18. Stage 2 Lesson 2: Introduce SHORT mnemonic and graphic organizer
S = State the topic sentence and reread (yellow highlighter)
H = Hunt for highlights (blue highlighter)
O = Organize supporting details (paraphrase in complete sentence on graphic organizer)
R = Reread graphic organizer and summary (“Do I have all the parts?”)
T = Top it off with a conclusion
Explain how to transfer notes to paragraph form
Discussed characteristics of expository text and types

21. Stage 3 Model it (Can be repeated with multiple examples)
Review TWA + SHORT
Introduce positive statements
Model process
Talking out loud about sample with TWA worksheet and SHORT ogranizer
Transfer to paragraph form
Self-evaluate

24. Stage 4 Memorize it Steps of TWA+SHORT Review types of expository text
Review self-statements
Review components of summaries
Done through teacher directed activities/games

25. Stage 5 and Stage 6 Guided Practice Independent Practice
Student performance with previous scaffolds
Teacher provides encouragement to use strategies
When students have completed the summaries with minimal help, materials removed
Asked to summarize one reading without materials
Independent Practice
Dependent measure

26. Experimental design Multiple baseline across participants
One demonstration and two replications
PND-I and Tau-U to supplement visual analysis
Wilcoxon signed-rank test for significant median differences for self-efficacy in writing

27. Baseline
Laski

28. Results
PND-I and Tau-U
PND-I
Tau-U
Penny
100%
1.00
Laski
David

29. Results Self-Efficacy
Gain scores for the self-efficacy in writing measure were analyzed. All three of the study’s participants indicated increased feelings of self-efficacy in writing. Despite this, a Wilcoxon signed-rank test determined that there was no statistically significant difference in reported self-efficacy in writing (Mdn = 4.00) following instruction in SRSD (Mdn = 23.00) as compared to pre-SRSD instruction levels of perceived self- efficacy in writing (Mdn = 19.00), z = 1.604, p = .11.   

30. Conclusions
Effective instructional framework for improving students’ ability to understand and summarize what they read
Effective for secondary students eligible for special education under various eligibility categories
Engaging for instruction for students
Easily implemented by teachers during course of typical school day