Educational Policy Analysis and Strategic Research
ISSN (Print): 1949-4270 - ISSN (Online): 1949-4289

Original article    |    Open Access
Educational Policy Analysis and Strategic Research 2021, Vol. 16(1) 287-305

The Impact of POW + C-SPACE Strategy on Story Writing Skills of Turkish Students with Specific Learning Disabilities

Kürşat Öğülmüş & Macid Ayhan Melekoğlu

pp. 287 - 305   |  DOI: https://doi.org/10.29329/epasr.2020.334.16

Publish Date: March 24, 2021  |   Number of Views: 804  |  Number of Download: 1373

PDF Download

Abstract

Since specific learning disabilities (SLD) are widely observed among students with special needs, it is considered in the high-incidence disabilities category of special education. Students with SLD experience academic problems in reading, writing and mathematics, and difficulty in written expression is among their prominent characteristics. The aim of this study is to determine the effect of the Pick my idea-Organize my notes-Write and say more + Characters-Setting-Purpose-Action-Conclusion-Emotions (POW + C-SPACE) strategy developed on the basis of self-regulated strategy development (SRSD) on story writing skills of students with SLD in Turkey. In this quantitatively designed study, pretest - posttest experimental design with control group was used, and the participants consisted of 23 students with SLD at middle school level. The results indicated that the change between pretest and posttest story writing skills scores of participants in the experimental group was statistically significant compared to the change in the scores of participants in the control group. In addition, the change between pretest and posttest self-regulation scores and attitude for writing scores were statistically significant compared to the difference in the scores of students in the control group. Findings manifested that the POW + C-SPACE strategy had positive impact on the story writing skills of the students with SLD in Turkey. Teachers of students with SLD need to be trained on POW + C-SPACE strategy and future research is needed with different samples of students with SLD and teachers by using various research methods.

Keywords: Self-Regulated Strategy Development, Story Writing Skill, Writing Difficulty, Specific Learning Disabilities, POW + C-SPACE Strategy

How to Cite this Article?

APA 7th edition
Ogulmus, K., & Melekoglu, M.A. (2021). The Impact of POW + C-SPACE Strategy on Story Writing Skills of Turkish Students with Specific Learning Disabilities. Educational Policy Analysis and Strategic Research, 16(1), 287-305. https://doi.org/10.29329/epasr.2020.334.16

Harvard
Ogulmus, K. and Melekoglu, M. (2021). The Impact of POW + C-SPACE Strategy on Story Writing Skills of Turkish Students with Specific Learning Disabilities. Educational Policy Analysis and Strategic Research, 16(1), pp. 287-305.

Chicago 16th edition
Ogulmus, Kursat and Macid Ayhan Melekoglu (2021). "The Impact of POW + C-SPACE Strategy on Story Writing Skills of Turkish Students with Specific Learning Disabilities". Educational Policy Analysis and Strategic Research 16 (1):287-305. https://doi.org/10.29329/epasr.2020.334.16

References
  1. Adkins, M. H. (2005). Self-regulated strategy development and generalization instruction: Effects on story writing among second and third grade students with emotional and behavioral disorders (Unpublished doctoral dissertation). University of Maryland, USA. [Google Scholar]
  2. Akçin, N. (2009). Characteristics of learning disabled children on the writing process. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 29, 5-18. [Google Scholar]
  3. Albertson, L. R., & Billingsley, F. F. (1997). Improving young writers' planning and reviewing skills while story-writing. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.  [Google Scholar]
  4. Almadani, F. (2013). The effect of Pick Organize Write (POW)+C-SPACE strategy toward the ability in writing narrative text at the second year students of SMPN 1 Kampar Kiri Hilir Kampar regency. Department of English Education Faculty of Education and Teacher Training. State Islamic University of Sultan Syarif Kasım Riau, Pekanbaru, Indonesia. [Google Scholar]
  5. APA. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). Washington, D.C: American Psychiatric Association. [Google Scholar]
  6. Asmara, L. T. (2016). POW+ C-SPACE (pick idea, organize, and write + characters, setting, purpose, action, conclusion, emotions): A strategy to teach writing viewed from students’ creativity (Unpublished Doctoral Dissertation). Universitas Sebelas Maret, Indonesia. [Google Scholar]
  7. Babür, N., Haznedar, B., Erçetin, G., Özerman, D., & Çekelek, E. E. (2011). The development of a Word Reading Test (KOBIT) in Turkish. Boğaziçi University Journal of Education, 28(2), 1-21. [Google Scholar]
  8. Ballard, K. D. & Glynn, T. (1975). Behavioral self‐management in story writing with elementary school children. Journal of Applied Behavior Analysis, 8(4), 387-398. [Google Scholar]
  9. Bender, W. N. (2004) Learning disabilities: Characteristics, identification and teaching strategies. Boston, MA: Pearson Allyn and Bacon. [Google Scholar]
  10. Bilgin, N. (2006). Sosyal bilimlerde içerik analizi: Teknikler ve örnekler çalışmalar [Content analysis in social sciences: Techniques and case studies]. Ankara, Turkey: Siyasal Kitabevi [Siyasal Bookstore]. [Google Scholar]
  11. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010) Bilimsel araştırma yöntemleri [Scientific research methods] (5. Baskı [5th edition]). Ankara, Turkey: Pegem A Yayınevi [Pegem A Publishing]. [Google Scholar]
  12. Büyüköztürk, Ş., Çokluk-Bökeoğlu, Ö., & Köklü, N. (2016). Sosyal bilimler için istatistik [Statistics for social sciences]. Ankara, Turkey: Pegem Akademi Yayıncılık [Pegem Academy Publishing].  [Google Scholar]
  13. Cavkaytar, A. (2017). Özel eğitime gereksinim duyan çocuklar ve özel eğitim [Children with special educational needs and special education]. In İ. H. Diken, (Ed.), Özel eğitime gereksinimi olan öğrenciler ve özel eğitim [Students with special educational needs and special education] (pp. 3-28). Ankara, Turkey: Pegem Akademi [Pegem Academy]. [Google Scholar]
  14. Chalk, J. C., Hagan-Burke, S., & Burke, M. D. (2005). The effects of self-regulated strategy development on the writing process for high school student with learning disabilities. Learning Disability Quarterly, 28, 75-87. [Google Scholar]
  15. Chenard, M. N. (2014). An evaluation of efficacy of self regulated strategy development (SRSD) on improving freshman college student’s writing abilities (Unpublished doctoral dissertation). University of Southern Maine Portland, USA. [Google Scholar]
  16. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. [Google Scholar]
  17. Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues (3rd ed.). New York, NY: National Center for Learning Disabilities. [Google Scholar]
  18. Çakıroğlu, O. (2018). Özel öğrenme güçlüğüne giriş [Introduction to specific learning disabilities]. In M. A. Melekoğlu, & U. Sak (Eds.), Öğrenme güçlüğü ve özel yetenek [Learning disabilities and giftedness] (pp. 1-22). Ankara, Turkey: Pegem Akademi Yayıncılık [Pegem Academy Publishing]. [Google Scholar]
  19. De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687-698. [Google Scholar]
  20. Delano, M. E. (2007). Use of strategy instruction to improve the story writing skills of a student with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(4), 252-258. [Google Scholar]
  21. Fischer, K. L. (2002). Learning to write in elementary school: Development of self-regulated writing in six young writers (Unpublished doctoral dissertation). University of Maryland College Park, USA. [Google Scholar]
  22. Flanagan, D. P. & Alfonso, V. C. (2011). Essentials of specific learning disability identification. Hoboken, NJ: John Wiley & Sons Inc. [Google Scholar]
  23. Geçer, A., & Özel, R. (2012). Elementary science and technology teachers’ views on problems encountered in the instructional process. Educational Sciences: Theory and Practice, 12(3), 1-26. [Google Scholar]
  24. Glaser, C., & Brunstein, J. C. (2007). Improving fourth-grade students’ composition skills: Effects of strategy instruction and self-regulation procedures. Journal of Educational Psychology, 99(2), 297-310. [Google Scholar]
  25. Görgün, B. (2015). Özel öğrenme güçlüğünün değerlendirilmesi [Evaluation of specific learning disabilities]. In M. A. Melekoğlu & O. Çakıroğlu (Ed.), Özel öğrenme güçlüğü olan çocuklar [Children with specific learning disabilities] (pp. 149-180). Ankara, Turkey: Vize Yayıncılık [Vize Publishing]. [Google Scholar]
  26. Graham, S. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187-207). New York, NY: Guilford. [Google Scholar]
  27. Graham, S., Berninger, V., & Abbott, R. (2012). Are attitudes toward writing and reading separable constructs? A study with primary grade children. Reading and Writing Quarterly, 28(1), 51–69. [Google Scholar]
  28. Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241 [Google Scholar]
  29. Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896.  [Google Scholar]
  30. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445-476. [Google Scholar]
  31. Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43(2), 295-340. [Google Scholar]
  32. Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes. [Google Scholar]
  33. Hauth, C. (2012). The effects of self-regulated strategy development with content area prompts for persuasive essays on the planning and written language performance of students with emotional and behavioral disabilities (Unpublished master thesis). George Mason University, USA. [Google Scholar]
  34. Lane, K. L., Harris, K. R., Graham, S., Weisenbach, J. L., Brindle, M. & Morphy, P. (2008). The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties. Journal of Special Education, 41(4), 234-253. [Google Scholar]
  35. Mason, L. H., Harris, K. R., & Graham, S. (2002). Every child has a story to tell: Self-regulated strategy development for story writing. Education and Treatment of Children, 25(4), 496-506. [Google Scholar]
  36. Mason, L. H., Snyder, H. K., Sukhram D. P., & Kedem, Y. (2006). TWA+PLANS strategies for expository reading and writing: Effects for nine fourth-grade students. Exceptional Children, 50, 69-89.  [Google Scholar]
  37. Melekoğlu, M. A. (2014). Special education today in Turkey. In A. F. Rotatori, J. P. Bakken, S. Burkhardt, F. E. Obiakor, & U. Sharma (Eds.), Special education international perspectives: Practices across the globe (pp. 529-557). Bingley, UK: Emerald Group Publishing. doi: 10.1108/S0270-401320140000028024 [Google Scholar] [Crossref] 
  38. Melekoğlu, M. A., Çakıroğlu, O., Erden, G., Kırbaş, F., Tunç, A., & Teker, Ö. S. (2014). Özel öğrenme güçlüğü olan çocukların okuma becerilerini değerlendirmek için standart bir sesli okuma testi geliştirme projesi: Pilot araştırma sonuçları [A standardized reading aloud test development project to evaluate the reading skills of children with specific learning disabilities: Pilot study results]. Oral presentation at the 24th National Special Education Congress, Edirne, Turkey. [Google Scholar]
  39. Meyers, A. K. (2015). Academic and behavioral effects of self regulated strategy development on children with writing difficulties and ADHD symptoms (Unpublished master thesis). East Caroline University, USA. [Google Scholar]
  40. MoNE. (2006). Özel eğitim hizmetleri yönetmeliği [Special education services regulation]. Resmi gazete yayım tarihi: 31.5.2006 ve sayısı: 26184 [Official gazette date of issue: 31.5.2006 and number: 26184]. [Google Scholar]
  41. MoNE. (2011). Millî eğitim istatistikleri örgün eğitim 2010-2011 [National education statistics formal education 2010-2011]. Ankara: Millî Eğitim Bakanlığı Strateji Geliştirme Başkanlığı [Ministry of National Education Strategy Development Department].  [Google Scholar]
  42. MoNE. (2018). Millî eğitim istatistikleri örgün eğitim 2017/’18 [National education statistics formal education 2017/’18]. Ankara: Millî Eğitim Bakanlığı Strateji Geliştirme Başkanlığı [Ministry of National Education Strategy Development Department]. [Google Scholar]
  43. Nashville, T. (2010). Effect of self-regulated strategy development story-writing instruction: Adult school volunteers in action (Unpublished doctoral dissertation). Vanderbilt University, USA. [Google Scholar]
  44. Öğülmüş, K. (2015). Özel öğrenme güçlüğü [Specific learning disabilities]. In S. Avşaroğlu (Ed.), Çocuk ve ergenlerde gelişimsel ve davranışsal bozukluklar [Developmental and behavioral disorders in children and adolescents] (pp. 210-235). Ankara, Turkey: Vize Yayıncılık [Vize Publishing]. [Google Scholar]
  45. Pierangelo, R. & Giuliani, G. (2006). Learning disabilities: A practical approach to foundations, assessment, diagnosis, and teaching. Boston, MA: Pearson Allyn & Bacon. [Google Scholar]
  46. Prater, M. A. (2006). Teaching strategies for students with mild to moderate disabilities. NewJersey: Pearson Allyn & Bacon. [Google Scholar]
  47. Rogers, L. A., & Graham, S. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology, 100, 879-906. [Google Scholar]
  48. Rumsey, I., & Ballard, K. D. (1985). Teaching self‐management strategies for independent story writing to children with classroom behaviour difficulties. Educational Psychology, 5(2), 147-157. [Google Scholar]
  49. Sak, U., Bal Sezerel, B., Ayas, B., Tokmak, F., Özdemir, N., Demirel Gürbüz, Ş., & Öpengin, E. (2016). Anadolu Sak Zeka Ölçeği (ASİS) uygulayıcı kitabı [Anadolu Sak Intelligence Scale (ASIS) practitioner book]. Eskişehir: Anadolu Üniversitesi ÜYEP Merkezi [Anadolu University ÜYEP Center].  [Google Scholar]
  50. Schnee, A. K. (2010). Student writing performance: Identifying the effects when combining planning and revising instructional strategies (Unpublished doctoral dissertation). University of Nebraska, USA. [Google Scholar]
  51. Shora, N. (2015). Write on: The effects of self regulated strategy development with science prompts on the persuasive writing performance of students with emotional and behovioral disorders (Unpublished master thesis). Texas A&M University, USA. [Google Scholar]
  52. Smith, C. R. (2004). Learning disabilities: The interaction of students and their enviroments (5th edition). Boston, MA: Pearson Allyn and Bacon. [Google Scholar]
  53. Sperger, D. R. (2010). An exploratory pretest and posttest investigation of the effects of the self-regulated strategy development approach to writing instruction on middle school boys’ writing achievement (Unpublished doctoral dissertation). University of Hartford, USA. [Google Scholar]
  54. Staal, L. A. (2002). Exploring story-writing strategies with students diagnosed with learning disabilities: A case- study approach (Unpublished doctoral dissertation). University of New Mexico, USA.  [Google Scholar]
  55. Susar Kırmızı, F. (2009). In Turkish courses the effect of creative writing efforts based on creative drama method on the writing attitude. Creative Drama Journal, 4(7), 35-50. [Google Scholar]
  56. Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323-331. [Google Scholar]
  57. Uygun, M. (2012). Öz düzenleme stratejisi gelişimi öğretiminin yazılı anlatıma, yazmaya yönelik öz düzenleme becerisine, kalıcılığa ve tutuma etkisi [The effects of self regulated strategy development on writing expression, self regulation of writing, retention and writing attitude] (Unpublished Doctoral Dissertation). Hacettepe University, Ankara, Turkey. [Google Scholar]
  58. Valasa, L. L. (2015). Improving narrative skills of secondary students with disabilities using self-regulated strategy development (Unpublished doctoral dissertation). Pennsylvania State University, USA. [Google Scholar]
  59. Zumbrunn, S. (2010). Nurturing students’ writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development (Unpublished doctoral dissertation). University of Nebraska Lincoln, USA. [Google Scholar]
  60. Zumbrunn, S., & Bruning, R. (2012). Improving the writing and knowledge of emergent writers: The effects of self-regulated strategy development. Reading and Writing, 26(1), 91-110. [Google Scholar]
Meta
Vol. 16 (1)
Download
Metric
History
Related

Volume 16 Issue 1

March 2021

All Manuscript

Educational Policy Analysis and Strategic Research

Copyright © 2025 Educational Policy Analysis and Strategic Research.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.