Effectiveness of the POW+TREE strategy in developing persuasive writing skills in students with learning disabilities

The aim of the study is to examine the effectiveness of the POW+TREE strategy, which is shaped based on the Self-Regulated Strategy Development (SRSD) model, in teaching persuasive text writing skills to students with learning disabilities. For this purpose, the study investigated the generalization effects of the instruction using the POW+TREE strategy to different settings and individuals, the maintenance effects 1 and 2 weeks after the instruction was completed, and collected data on student and teacher opinions regarding the strategy in order to assess its social validity. A multiple probe design across participants, one of the single-subject research designs, was used in the study. This research was carried out with three middle school students diagnosed with learning disabilities who were receiving support education services at special education and rehabilitation centers located in Karadeniz Ereğli. The dependent variable of the study was the level of performance in persuasive text writing skills of students with learning disabilities, and the independent variable was the instructional intervention implemented using the POW+TREE strategy. The instructional steps of this strategy were planned according to the six stages of the self-regulated strategy development model. According to this model, the strategy instruction sessions included: (1) developing background knowledge, (2) discussing the strategy, (3) modeling the strategy, (4) memorizing the strategy, (5) guided practice, and (6) independent practice. The data obtained during the research process were plotted on graphs and analyzed through visual analysis. The results of the study revealed that the POW+TREE strategy was effective in teaching persuasive text writing skills to students with learning disabilities. Furthermore, it was observed that the students maintained the skills they had acquired even 1 and 2 weeks after the instruction had ended, and were able to generalize these skills to different settings and individuals. In addition, it was concluded that both teachers and students held positive views regarding the intervention involving the POW+TREE strategy.