Abstract
In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters – Setting – Purpose – Action – Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + C-SPACE strategy, it effectively developed the students' story writing skills.
Highlights
Human beings have biological, psychological, social, spiritual, and economic aspects that are interrelated and affect one another constantly, shaping a person
While many studies have been conducted on students with different types of disabilities who study in the resource room (Affleck, Adams & Lowenbraun, 1988; Akay, Uzuner & Girgin, 2014; Glomb & Morgan, 1991; Şahin & Güler, 2018; Vaughn & Bos, 1987), there is a limited number of studies on Specific Learning Difficulties (SLD) students studying in the resource room. Regarding all these points, taking a contextual approach, the purpose of this study is to determine whether the POW + C-SPACE strategy effectively develops the story-writing skills of children with SLD when presented in resource rooms through teachers, who were trained through online platforms
Treatment Fidelity Findings Regarding the Implementation of the Strategy by Teachers Using the POW + C-SPACE Strategy The treatment fidelity data were collected and analysed to determine how reliably teachers implemented the POW + C-SPACE strategy with their students
Summary
Psychological, social, spiritual, and economic aspects that are interrelated and affect one another constantly, shaping a person. At the beginning of primary school, while their peers learn basic academic skills such as reading, writing, and mathematics at the scheduled times, children with SLD cannot learn these skills at the expected time. Writing is defined as a language activity that occurs with the combination of many different components such as the mind, fine motor skills, sense, and understanding, and students are expected to have such writing skills to reveal what is expected of them in school life (Rosenblum, Weiss, & Parush, 2003). It is thought that the more the writing skill is developed at an earlier period, the more this will affect the future academic life of the children with SLD
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