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

Producción científica › revisión exhaustiva

Idioma original	American English
Publicación	Educational Studies
Volumen	42
DOI	https://doi.org/10.1080/03055698.2016.1160825
Estado	Published - mar 24 2016

Disciplines

Psychology
Curriculum and Instruction
Science and Mathematics Education

Acceder al documento

10.1080/03055698.2016.1160825Licencia: Unspecified

Otros archivos y enlaces

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

Citar esto

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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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PY - 2016/3/24

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

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