TWA + PLANS Strategies for Expository Reading and Writing: Effects for Nine Fourth-Grade Students

By L. Mason, Katie Snyder, D. P. Sukhram, Yore Kedem. 2006

130 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5db277f2f76abe7c2fe157939bd4dcf9e9aa2edb

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Writing Instruction for Adolescents with Learning Disabilities: Programs of Intervention Research (2008, background): “In the early 2000s, Mason and her colleagues began a series of studies looking at the effectiveness of using SRSD instruction to teach writing and reading strategies congruently (Mason et al., 2006; Mason & Meadan, 2007).”
Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development (2009, background): “Three studies (Lienemann, Graham, Leader-Janssen, & Reid, 2006; Mason et al., 2006; Reid & Lienemann, 2006) did not meet the minimum criteria.”
Planning Instruction and Self-Regulation Training: Effects on Writers with Autism Spectrum Disorders (2010, background): “SOCIAL VALIDITY Upon completing the final posttreatment probe, the student responded to a brief six-question interview to determine the social validity of the intervention (Mason et al., 2006): 1.”
Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders (2008, methodology): “Researchers have studied the technique with low-achieving fourth and fifth graders (Mason, 2004; Mason et al., 2006), and this study extends the technique to adolescents with BD.”
A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016 (2019, background): “…SCD studies received a rating of meets design standards with reservations; at least one phase (i.e., baseline or intervention) in each study did not contain a minimum of five data points (Hagaman et al., 2012, 2016; Hagaman & Reid, 2008; Jitendra, Cole, Hoppes, & Wilson, 1998; Mason et al., 2006).”
Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students (2008, background): “…consistently shown that students who are more skilled in using specific tactics during learning and who attribute poor test performances to strategic causes attain high levels of success and will exhibit adaptive motivation profiles (Cleary et al., 2006; Graham & Harris, 2005; Mason et al., 2006).”