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Investigation of the Writing Intervention and Instruction Research-to-Practice Gap in High School Special Education Classrooms

DeMaria, Sarah (2023) Investigation of the Writing Intervention and Instruction Research-to-Practice Gap in High School Special Education Classrooms. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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The literature review in this dissertation examined what writing intervention strategies have been implemented with high school students in special education, with what measures, and with what found outcomes. The study following the literature review surveyed and interviewed high school special education teachers to determine what practices the participants use to teach writing, how the participants perceive the writing abilities of their students, and what challenges the participants experience when instructing students in writing and implementing writing interventions. Results from the study indicated three main findings. First, participants used a variety of tools and assignments to instruct students in writing but were largely unfamiliar with writing interventions. None of them used writing interventions. Second, teachers generally noted that students had good ideas in their writing. However, they also noted that their writing lacked organization without the use of prewriting techniques. Third, the participants indicated that the most difficult part of teaching writing was the need to learn how to teach writing on their own since they did not receive much, if any, instruction on it during their programs in college or in professional development. Following a discussion about the results, I describe implications for practice and future directions for research.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
DeMaria, Sarahsrd41@pitt.edusrd41
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKostewicz,
Committee MemberRobertson,
Committee MemberSrsic,
Committee MemberBartow Jacobs,
Committee MemberTsoukas,
Date: 11 January 2023
Date Type: Publication
Defense Date: 19 September 2022
Approval Date: 11 January 2023
Submission Date: 27 November 2022
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 86
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: writing, writing instruction, writing intervention, high school, teacher, student, special education, students with disabilities
Date Deposited: 11 Jan 2023 19:20
Last Modified: 11 Jan 2023 19:23


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