Effects of Dictation and Advanced Planning Instruction on the Composing of Students with Writing and Learning Problems.

De La Paz, Susan; Graham, Steve

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ550047

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

EISSN: N/A

Effects of Dictation and Advanced Planning Instruction on the Composing of Students with Writing and Learning Problems.

De La Paz, Susan; Graham, Steve

Journal of Educational Psychology, v89 n2 p203-22 Jun 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, Grade 6, Grade 7, Intermediate Grades, Junior High School Students, Junior High Schools, Learning Problems, Planning, Teaching Methods, Writing (Composition), Writing Difficulties, Writing Improvement

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Research supported by the Office of Special Education Programs, U.S. Department of Education, Grant HO23B40001.