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Peer reviewedBerninger, Virginia W.; Vaughan, Katherine B.; Abbott, Robert D.; Abbott, Sylvia P.; Rogan, Laura Woodruff; Brooks, Allison; Reed, Elizabeth; Graham, Steve – Journal of Educational Psychology, 1997
First graders at risk for handwriting problems (n=144) were assigned to 1 of 6 treatment conditions, including handwriting instruction and phonological awareness training. Converging evidence across multiple measures shows that combining numbered arrows and memory retrieval was the most effective treatment for improving both handwriting and…
Descriptors: Elementary School Students, Grade 1, Handwriting, Memory
Peer reviewedGraham, Steve; And Others – Journal of Educational Psychology, 1995
The effects of a revising goal to "add information" on revising behavior and writing performance were examined for 70 5th and 6th graders. Students assigned the goal made more meaning-based changes and produced improved text quality. Procedural assistance did not appreciably enhance revising behavior or text quality. (SLD)
Descriptors: Change, Elementary Education, Elementary School Students, Grade 5
