Helping students with cognitive disabilities improve social writing skills through email modeling and scaffolding

Xiao-lei Wang; Dominique Eberhard; Mike Voron; Ronan Bernas

doi:10.1080/03055698.2016.1160825

Helping students with cognitive disabilities improve social writing skills through email modeling and scaffolding

Xiao-lei Wang, Dominique Eberhard, Mike Voron, Ronan Bernas

Eastern Illinois University

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	Educational Studies
Volume	42
DOIs	https://doi.org/10.1080/03055698.2016.1160825
State	Published - Mar 24 2016

Disciplines

Psychology
Curriculum and Instruction
Science and Mathematics Education

Access to Document

10.1080/03055698.2016.1160825License: Unspecified

Cite this

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title = "Helping students with cognitive disabilities improve social writing skills through email modeling and scaffolding",

author = "Xiao-lei Wang and Dominique Eberhard and Mike Voron and Ronan Bernas",

note = "The purpose of this study is to examine the effects of email modeling and scaffolding on the social writing quality of students with cognitive disabilities. Ten students from a university-affiliated lab school (mean age = 19.3; SD = 1.2) with an average of IQ of 55.30 (SD = 5.98) and 10 teacher candidates in a university teacher education programme participated in the study.",

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month = mar,

day = "24",

doi = "10.1080/03055698.2016.1160825",

language = "American English",

volume = "42",

journal = "Educational Studies",

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TY - JOUR

T1 - Helping students with cognitive disabilities improve social writing skills through email modeling and scaffolding

AU - Wang, Xiao-lei

AU - Eberhard, Dominique

AU - Voron, Mike

AU - Bernas, Ronan

N1 - The purpose of this study is to examine the effects of email modeling and scaffolding on the social writing quality of students with cognitive disabilities. Ten students from a university-affiliated lab school (mean age = 19.3; SD = 1.2) with an average of IQ of 55.30 (SD = 5.98) and 10 teacher candidates in a university teacher education programme participated in the study.

PY - 2016/3/24

Y1 - 2016/3/24

UR - https://eric.ed.gov/?id=EJ1103636

U2 - 10.1080/03055698.2016.1160825

DO - 10.1080/03055698.2016.1160825

M3 - Article

VL - 42

JO - Educational Studies

JF - Educational Studies

ER -

Helping students with cognitive disabilities improve social writing skills through email modeling and scaffolding

Disciplines

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