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Addressing Literacy Skills of Adolescent Girls in a Juvenile Justice Facility: Using the Self-Regulated Strategy Development Instructional Approach to Improve Written Summaries

NCJ Number
310242
Journal
Behavioral Disorders Dated: 2025
Date Published
January 2025
Length
13 pages
Annotation

This paper describes a project that was geared toward helping juvenile justice-involved female students who were determined to be at-risk for emotional and behavioral disorders to develop the critical literacy skill of summarizing written text.

Abstract

Developing the ability to summarize written text is a critical literacy skill set for adolescent students with disabilities. Using a nonconcurrent multiple baseline design, four female students at-risk for emotional and behavioral disorders in a juvenile justice facility were taught the TRAP+IDEAS mnemonic using the self-regulated strategy development (SRSD) instructional approach to improve written summaries. Three students completed the study with observed improvements in summary content and quality of their written summaries with two students maintaining their summary content and quality during two weeks of maintenance. The social validity of the intervention, limitations, and future directions are presented. (Published Abstract Provided)

Date Published: January 1, 2025