Effects of self-regulated strategy development strategy on story writing among students with learning disabilities

Abstract

The aim was to explore the effectiveness of a SRSD- based training program on story writing among second-year middle-school learning disabled students in Saudi Arabia. Participants were 50 students from a middle school in KSA. Participants were selected from two intact classes, which were assigned as control and experimental groups, with each group having 25 participants. A two-group pre-post design was used to compare story writing of participants. In the pre-intervention phase, students individually wrote one story that was evaluated by two teachers of English. In the pre-intervention phase, students individually wrote one story that two English language teachers evaluated. ANCOVA and t-test analyses were used for analysing data .Findings indicated the effectiveness of the program employed in improving story writing among the target students. Accordingly, the study advocated a self-regulated strategy development-based training program for improving story writing among 2nd year-middle-school learning disabled students in KSA.