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Strategy Instruction in Planning: Effects on the Writing Performance and Behavior of Students with Learning Difficulties.
Peer reviewed Peer reviewed
De La Paz, Susan; Graham, Steve – Exceptional Children, 1997
A study of three fifth-grade students with learning disabilities examined the effectiveness of a strategy deigned to help them become more reflective when writing opinion essays. Following the instruction, students wrote essays that were longer, provided more support for their premise, and were qualitatively better. (Author/CR)
Descriptors: Essays, Instructional Effectiveness, Intermediate Grades, Learning Disabilities
Improving Learning Disabled Students' Skills at Revising Essays Produced on a Word Processor: Self-Instructional Strategy Training.
Peer reviewed Peer reviewed
Graham, Steve; MacArthur, Charles – Journal of Special Education, 1988
Three learning-disabled students, aged 10-11, received self-instructional strategy training for improving revision skills for essays they composed on a word processor. Strategy instruction positively impacted on students' revising behavior and the length and quality of their written products. Effects were maintained over time and generalized to…
Descriptors: Autoinstructional Aids, Essays, Generalization, Intermediate Grades
Effects of Dictation and Advanced Planning Instruction on the Composing of Students with Writing and Learning Problems.
Peer reviewed Peer reviewed
De La Paz, Susan; Graham, Steve – Journal of Educational Psychology, 1997
The effects of dictation and explicit instruction in planning on the composing skills of 42 fifth, sixth, and seventh graders with learning disabilities were studied. The combination of dictation and instruction in advanced planning resulted in more complete and qualitatively better essays than those written by comparison students. (SLD)
Descriptors: Dictation, Elementary School Students, Essays, Grade 5