Effects of Self-Monitoring on the Narrative and Expository Writing of Four Fourth-Grade Students with Learning Disabilities

Abstract

This study assessed the effects of self-monitoring on the quantity and quality of creative writing of fourth-grade students with learning disabilities. The participants, four fourth-grade students with identified learning disabilities, self-monitored both the quantity and quality of their writing. Results show a statistically significant increase in writing quantity for all four students, as well as an increase in writing quality for three of the students. Further, qualitative evidence indicates that students' interest in writing improved as a result of the self-monitoring intervention. The students and the teacher also reported that they liked the intervention. A discussion of implications for practitioners is included.