This replication study examined the effects of a planning and self-regulation strategy on the story writing abilities of young children with autism spectrum disorders (ASD). Three second graders with ASD were taught a strategy for planning and writing a story using the self-regulated strategy development (SRSD) approach. After learning the…

In this replication study, supplemental writing instruction in strategic planning was used to improve the story writing ability of young writers with learning disabilities (LD) and poor writing skills. Six 2nd-grade students with learning disabilities who experienced difficulty with story writing were taught a strategy for planning and writing…

This study of 40 junior high school students with learning disabilities and 20 control students found that significant intergroup differences in the quality of narrative compositions were not evident when students were allocated time for planning and were given "Create a Story" cues. (Author/JDD)

This article provides specific recommendations for teaching students with learning disabilities how to use a story grammar cueing system for improving writing. The article emphasizes the importance of individualizing instruction and teaching for generalization, and discusses the purpose of the system and methods of assessment. (JDD)

Ten Spanish adolescents with profound, prelingual hearing impairments received instruction in organizing their written stories. Instruction emphasized the importance of the narrative structure and the writing process and offered different activities about the narrative text. Some of the students improved the quality of their writing and their…

Investigates the effects of explicit story structure instruction on below-average fourth and fifth grade readers' narrative writing performance. Finds that explicit story structure instruction positively influenced the narrative writing performance in terms of both quality and quantity of their writing. (MG)