The effect of the srsd model based instructional package developed for students with specific learning disabilities on their reading comprehension and writing skills

Purpose: The aim of the study is to examine the effectiveness of the instructional package (TWA + PLANS) prepared based on the self-regulated strategy development model (SRSD) in improving the reading comprehension and expository text writing skills of middle school students with specific learning disabilities (SLD). Method: In the study, a quasi-experimental design with pre-test post-test control group, one of the quantitative research methods, was used. The dependent variables of the study were the students' reading comprehension performances (Reading Comprehension Informal Assessment Tool [OKİDA] and Oral Reading Skills and Reading Comprehension Test-II [SOBAT®-II] scores), Metacognitive Awareness of Reading Strategies Inventory (OSÜFE) and Reading Attitude Scale (OTÖ) scores within the scope of TWA strategy instruction. Within the scope of PLANS strategy instruction, the dependent variables were the number of information in the expository texts written by the students, the length of the texts (number of syllables, words, sentences, polysyllabic words, and average number of words), Metacognitive Writing Strategies Awareness Scale (ÜYAFÖ) and Attitude Scale Towards Writing for Middle School Students (YTÖ) scores. TWA + PLANS strategies were adapted to Turkish and as the mnemonics, we used 3O + 3Y. The research group of the study consisted of 17 students diagnosed with SLD who continued their education in middle schools in Eskişehir, Türkiye in 2022-2023 school year. Results: The findings of the between-group analysis revealed that the difference between the mean OKİDA scores of the students in experimental group in the TWA strategy instruction and control group was found to be statistically significant in favor of the experimental group. Similarly, the difference between the number of information in the expository texts, text lengths (except the average word count average), and the mean scores of the ÜYAFÖ and YTÖ of students in experimental group in the PLANS strategy instruction and control group were found to be statistically significant in favor of the experimental group. In addition, it was revealed that the students who participated in the TWA and PLANS strategy instructions had high levels of overall satisfaction with the instruction process. Conclusion and Suggestions: The result of this study manifested that systematic reading and writing strategy instruction for students with SLD is effective and causes positive changes in both reading and writing skills of students. In addition, intensive strategy instruction is considered important in the positive change observed in the reading and writing performances of students with SLD. Furthermore, the fact that strategy instruction caused positive changes in the reading and writing performances of students with SLD despite its relatively short duration reveals the importance of systematic strategy instruction. Disseminating systematic and scientifically based strategies such as the TWA + PLANS strategy and using them in general education environments will be beneficial to all students, especially students with SLD.