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Effects of Goal Setting and Procedural Facilitation on the Revising Behavior and Writing Performance of Students with Writing and Learning Problems.
Peer reviewed Peer reviewed
Graham, 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
Direct Teaching, Strategy Instruction, and Strategy Instruction with Explicit Self-Regulation: Effects on the Composition Skills and Self-Efficacy of Students with Learning Disabilities.
Peer reviewed Peer reviewed
Sawyer, Richard J.; And Others – Journal of Educational Psychology, 1992
Research in self-regulated strategy development (SRSD) in composition was extended by comparing 43 learning-disabled fifth and sixth grade students in 4 conditions of SRSD instruction. Posttests indicated greater improvement for SRSD conditions with and without goal setting and self-monitoring than for the practice control condition. (SLD)
Descriptors: Children, Comparative Analysis, Elementary Education, Elementary School Students