The Intervention Study On The Ability Of Writing Essays Of Junior Three Students With Learning Disabilities

Writing, which is an integration of various abilities, is a complex activity. Many students have difficulties in it. Furthermore, writing essays is more difficult for students, especially for those who have difficulties in learning. It is very important for Junior Three students to write essays. Because it is not only the required style of the teaching outline, but also the basis of further writing in senior school. So it is of great importance both in theory and practice to make a study of how to improve the writing ability of essays and to intervene in the students who have difficulties in learning.Since 1960, a large amount of writing theory basing on information process has come forth in foreign countries, among which his theory of self-regulate is comparatively widely applied. In recent years, many strategies of intervention in writing basing on the theory of self-regulate have been developed. And self-regulate strategy development (SRSD) is comparatively widely applied. SRSD is applied in this study to intervene in the essay writing of Junior Three students with learning disabilities, aiming to check the effect of SRSD in the circumstances of Chinese and to check whether it is helpful to improve the ability of writing essays for the students with learning disabilities.In the first part, the author expounds the study on the current situation of essay writing of the students with learning disabilities, and analyzes the problems existing; next, the author summarizes the relevant documents on the theory of self-regulate in writing process in the world, with a detailed introduction of the development and current situation of study on SRSD, then according to this, the author puts forward the general thought about the meaning, content, way of study, etc. of the study on SRSD.In the second part, SRSD is applied in the intervention study on the ability of writing essays of Junior Three students with learning disabilities. The author then compares the results of the experiments between the experimental group and the contrastive group. The grade of the experimental group after intervention is obviously higher than that of the contrastive group, and the fore-and-aft grade of the experimental group is improved remarkably. In the third part, the author analyzes and discusses about the result of the experiment, finding that SRSD has a significant effect on improving the ability of writing essays in Chinese of the students with learning disabilities, and that the intervention effect can be kept for a long time. The conclusion of this study enlightens both theoretically and practically the improvement of the ability of writing Chinese essays of the students with learning disabilities, that is, the essay grade of the students with difficulties in learning can be improved noticeably by applying SRSD in the practice of education, furthermore, the consciousness and ability of the student's self-regulate should be cultivated intentionally in daily teaching.