The present study aims to evaluate the effects of an argumentative writing strategy (POW+TREE) on four struggling ninth graders' ability to produce persuasive texts regarding their point of view on different questions. I applied a multiple-baseline design to evaluate outcomes across participants. The results indicate the intervention helped…

Writing can be a challenging task for many students. This study offered 10 ninth-grade students (8 females, 2 males) with visual impairments located in the Western United States the opportunity to learn a mnemonic strategy for argumentative-essay writing called ARGUE: Analyze data; Review keywords and create sentences; Generate a plan; Use your…

The authors analyze the efficacy of a cooperative method associated with self-regulated strategy development (SRSD) for argumentative writing compared with a SRSD single approach. Seven teachers and 230 ninth-grade students from three middle schools participated in the present study in which teachers were part of a practice-based professional…

Proficiency in writing increases opportunities in higher education, employment, and social relationships. Many students in the United States, however, are struggling writers. In particular, the writing performance of students with disabilities in secondary grades continues to lag behind grade level peers. The purpose of this article was to review…