The effect of strategy package based on the self-regulated strategy development model on the narrative writing skill of students with specific learning disabilities

Purpose: The aim of this research is to reveal the effectiveness of "Pick my idea, Organize my notes, Write and say more + Who is the main character? When does the story take place?, Where does the story take place?, What does the main character do or want to do? What do other characters do?, What happens then? What happens with other characters?, How does the story end?, How does the main character feel? How do other characters feel? (POW + WWW, What=2, How=2 adapted as DOYANN + 4N in Turkish) strategy package, which is adapted based on the self-regulated strategy development (SRSD) model, on the story-writing skills of middle school students with specific learning disabilities (SLD). Method: In the study, a multiple probe design with probe conditions across participants, which is one of the single-subject research designs, was used. The participants of the study are three students with a diagnosis of SLD, attending the sixth and seventh grades and receiving supportive education in a special education and rehabilitation center. In addition, the opinions of two mothers and three teachers were obtained in the study. The DOYANN + 4N strategy package was developed according to the SRSD model for teaching story-writing skills to the participants. In the collection of data, Story Elements Evaluation Scale, Scoring Criteria for Evaluation of Story Quality, Microsoft Office Word Program word processor and video camera were used. Results: The number of story elements, story quality, story length (total number of words) and story writing time increased in the stories written by middle school students with SLD after teaching the strategy package, when compared with the baseline sessions. Students, teachers and mothers stated that teaching the strategy package had positive effects on participants' writing skills and that the strategy package should be used in writing practices. Conclusion and Suggestions: It was observed that teaching the DOYANN + 4N strategy package was effective in developing the story-writing skills of the participants and that the participants were able to maintain these skills in the follow-up sessions held four and eight weeks after the implementation ended. For this reason, it is recommended that teachers, researchers and practitioners working with students with SLD should use the strategy package in their own work. Keywords: Specific learning disabilities, Writing disability, Writing strategies, Narrative text, Self-regulated strategy development model (SRSD).