Improving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy

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dc.authoridACIKGOZ, Murat Hikmet/0000-0001-7315-907X
dc.authoridOGULMUS, KURSAT/0000-0001-7551-6894
dc.contributor.authorOgulmus, Kursat
dc.contributor.authorAcikgoz, Murat Hikmet
dc.date.accessioned2025-01-21T16:41:43Z
dc.date.available2025-01-21T16:41:43Z
dc.date.issued2024
dc.departmentKırıkkale Üniversitesi
dc.description.abstractWriting skills, crucial for various forms of expression, depend on effective planning and self-regulation. Competent writers emphasise pre-writing activities and self-regulation nevertheless students with Specific Learning Disabilities (SLD) often struggle with writing, impacting their academic achievement. This study explored the efficacy of the STOP and DARE strategy, grounded in the Self-Regulated Strategy Development (SRSD) model, for teaching persuasive writing to four high school students diagnosed with SLD. The study employed a multiple probe across subjects design to assess the impact of STOP and DARE on various persuasive writing skills. The intervention involved rigorous implementation of the strategy over 12-21 sessions, occurring 3 days a week for 80-90 min each day. The results indicated a functional relation between the strategy's implementation and improvements in persuasive essay elements, text length, use of linking words and holistic quality. Moreover, participants expressed a high level of satisfaction with the intervention. Future research could consider investigating functional text elements in addition to basic persuasive text elements. Furthermore, the adaptability of the STOP and DARE strategy to different languages and its applicability in diverse writing types, as well as its effectiveness in varied linguistic and cultural contexts, should be explored.
dc.identifier.doi10.1002/dys.1788
dc.identifier.issn1076-9242
dc.identifier.issn1099-0909
dc.identifier.issue4
dc.identifier.pmid39155582
dc.identifier.scopus2-s2.0-85201422880
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.1002/dys.1788
dc.identifier.urihttps://hdl.handle.net/20.500.12587/24930
dc.identifier.volume30
dc.identifier.wosWOS:001293197700001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofDyslexia
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241229
dc.subjectpersuasive writing; self-regulated strategy development; specific learning disabilities; STOP and DARE strategy
dc.titleImproving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy
dc.typeArticle

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