東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

The Perceptions of Writers with Learning Disabilities : = What Helps Them Write in College.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Perceptions of Writers with Learning Disabilities :/
Reminder of title:	What Helps Them Write in College.
Author:	Saad, Randa Saad Awad.
Description:	1 online resource (254 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30486519click for full text (PQDT)
ISBN:	9798379719289

The Perceptions of Writers with Learning Disabilities : = What Helps Them Write in College.
Saad, Randa Saad Awad.

The Perceptions of Writers with Learning Disabilities :What Helps Them Write in College. - 1 online resource (254 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--George Mason University, 2023.

Includes bibliographical references

This study examined the perceptions of college writers with learning disabilities (LD) toward their writing challenges and effective instructional strategies. The study also investigated the perceptions of composition faculty and writing program administrators. College writers with LD may be considered invisible, as they do not always disclose their disabilities to their professor or to an office of disability services on their campus. A qualitative design was used to capture the participants' voices and experiences. Interviews were conducted with student and faculty participants. Results showed several students with LD displayed low self-efficacy and expressed self-doubts in their abilities to write, revise, or peer review. Some writers with LD also showed a lack of goal setting and difficulty in adopting powerful strategies to attain goals. In addition, some students reported having prewriting, translating, and revising difficulties.As for strategies, student and faculty participants in this study confirmed that feedback on student drafts may be significant for the writing development of writers with LD. Although the request for feedback voiced by writers with LD mirrored that of typical students, some students with LD reported they needed more support in managing instructor feedback.Student and faculty participants also confirmed that conferences may be significant for supporting students with LD who may have a more intense need to meet with their professors. Some faculty, however, reported that heavy workloads may hinder their ability to conference with students.In addition, data in this study showed that writers with LD found scaffolding very helpful in completing writing tasks. Students in this study also reported that peer review is reassuring and helpful in showing them what needs improvement, although they lacked confidence in giving peer feedback and were concerned they may hurt their peers' feelings. Students with LD in this study also confirmed that meeting regularly with a tutor was instrumental in their writing progress. Implications for practice and research are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379719289Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

College composition classesIndex Terms--Genre/Form:

542853
Electronic books.

The Perceptions of Writers with Learning Disabilities : = What Helps Them Write in College.
LDR:03602nmm a2200409K 4500 001 2362083
005 20231027103229.5
006 m o d
007 cr mn ---uuuuu
008 241011s2023 xx obm 000 0 eng d
020 $a 9798379719289
035 $a (MiAaPQ)AAI30486519
035 $a AAI30486519
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Saad, Randa Saad Awad. $3 3702786
245 1 4 $a The Perceptions of Writers with Learning Disabilities : $b What Helps Them Write in College.
264 0 $c 2023
300 $a 1 online resource (254 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisor: Reid, Shelley.
502 $a Thesis (Ph.D.)--George Mason University, 2023.
504 $a Includes bibliographical references
520 $a This study examined the perceptions of college writers with learning disabilities (LD) toward their writing challenges and effective instructional strategies. The study also investigated the perceptions of composition faculty and writing program administrators. College writers with LD may be considered invisible, as they do not always disclose their disabilities to their professor or to an office of disability services on their campus. A qualitative design was used to capture the participants' voices and experiences. Interviews were conducted with student and faculty participants. Results showed several students with LD displayed low self-efficacy and expressed self-doubts in their abilities to write, revise, or peer review. Some writers with LD also showed a lack of goal setting and difficulty in adopting powerful strategies to attain goals. In addition, some students reported having prewriting, translating, and revising difficulties.As for strategies, student and faculty participants in this study confirmed that feedback on student drafts may be significant for the writing development of writers with LD. Although the request for feedback voiced by writers with LD mirrored that of typical students, some students with LD reported they needed more support in managing instructor feedback.Student and faculty participants also confirmed that conferences may be significant for supporting students with LD who may have a more intense need to meet with their professors. Some faculty, however, reported that heavy workloads may hinder their ability to conference with students.In addition, data in this study showed that writers with LD found scaffolding very helpful in completing writing tasks. Students in this study also reported that peer review is reassuring and helpful in showing them what needs improvement, although they lacked confidence in giving peer feedback and were concerned they may hurt their peers' feelings. Students with LD in this study also confirmed that meeting regularly with a tutor was instrumental in their writing progress. Implications for practice and research are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Higher education. $3 641065
650 4 $a Disability studies. $3 543687
650 4 $a Rhetoric. $3 516647
653 $a College composition classes
653 $a Effective strategies
653 $a Perceptions of college writers with LD
653 $a Perceptions of composition faculty
653 $a Writers with LD
653 $a Writing challenges
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0681
690 $a 0745
690 $a 0201
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a George Mason University. $b Writing and Rhetoric. $3 3702787
773 0 $t Dissertations Abstracts International $g 84-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30486519 $z click for full text (PQDT)