Effects of a color-embedded writing strategy on the written expression skills of students with mild-moderate disabilities

Abstract

This research is a classroom case study to determine the effectiveness of a color embedded writing strategy on the writing performance of adolescents with mild moderate disabilities. Assessment and documentation of students' composition skills progress was made using the TOWL-4 writing assessments. Comparisons were made between those students who learned the written expression lessons through the use of a color-coding strategy and those who learned the written expression lessons without the color-coding strategy. As evidenced by the TOWL-4 sum of scaled scores and composite index scores, experimental groups' scores reflected a significantly higher increase in isolated written expression skills than the control groups' scores. Students' Contrived, Spontaneous, and Overall Writing skills reflected a significantly higher increase in the experimental groups' scores than the control groups' scores. Analysis of students participating in the experimental groups regarding students' reaction to the color-coding strategy revealed higher self-confidence and desire to participate in writing activities and tasks.