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…