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Graves, Anne; And Others – Learning Disabilities Research, 1990
Twenty learning-disabled students (grades 5 and 6) who received procedural facilitation for narrative composition, including story grammar cue cards and a metacognitive check-off procedure, produced better quality stories than a control group of 10 students. Including verbal reminders to develop characters did not affect story quality. (Author/JDD)
Descriptors: Cues, Intermediate Grades, Learning Disabilities, Metacognition
