Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quality and writing length. Implications for future integrated writing and reading interventions are provided.

中文翻译：

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关于文本的有说服力的快速写作：对学习障碍学生的干预。

研究人员研究了自我调节策略发展 (SRSD) 对教有学习障碍 (LD) 的学生撰写有关文本的有说服力的快速写作的影响。该研究包括一项多基线设计，其中包含针对八名四年级和五年级 LD 学生的多个探针。研究人员通过系统地在所有学生参与者中复制干预来观察功能关系。遵循 SRSD 对文本的释义和有说服力的快速写作的指导，学生们提高了他们的有说服力的写作成果。论文质量和写作长度也有所改进。提供了对未来综合写作和阅读干预的影响。