本研究採用單一受試研究法之撤回設計探討自我調整寫作發展策略教學對一名國中三年級學習障礙學生議論文寫作之成效。研究蒐集資料採用單一受試圖表資料的目視分析法（visual analysis）為主要說明依據。將該名學生文章總字數、議論文得分及寫作表現自我檢核評分表得分，繪製成曲線圖之後，再分別整理出文章總字數及議論文得分在階段內及階段間之分析摘要表，再針對各項目進行解釋。另外也針對該名學生填答「寫作表現自我檢核表」的結果及研究者的觀察進行分析彙整。經過六星期的教學後發現藉由自我調整寫作發展策略教學，該名學生的文章總字數顯著增加、議論文得分明顯提高，同時作文能力也得以提升。

This preliminary study was conducted by using the single subject withdraw design, and its purpose was to explore the effects of self-regulated strategy development instruction of opinion essays writing on a third grade junior high school student with learning disability. Data was collected by a method of visual analysis. After making simple line graphs including total words of essays, scores of opinion essays and scores of checklists of writing performance, and forming intra-phases and inter-phases tables including total words of essays and scores of opinion essays, the researcher discussed each of the items. The scores of checklists of writing performance and observations of the researcher were also analyzed. After six weeks, the participant wrote longer opinion essays and got higher scores, and his competence of composition improved.