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Direct linkHebert, Michael; Bohaty, Janet J.; Nelson, J. Ron; Roehling, Julia V. – Reading and Writing: An Interdisciplinary Journal, 2018
Informational text writing is a complex task requiring multiple literacy skills, such as reading and comprehending source material, identifying important information, and transforming ideas to meet the goals for the new writing task. The "Structures Writing" intervention was developed to improve the informational text writing skills of…
Descriptors: Writing Instruction, Intervention, Writing Skills, Elementary School Students
Download full textHebert, Michael; Bohaty, Janet J.; Nelson, J. Ron; Roehling, Julia – Grantee Submission, 2018
Informational text writing is a complex task requiring multiple literacy skills, such as reading and comprehending source material, identifying important information, and transforming ideas to meet the goals for the new writing task. The "Structures Writing" intervention was developed to improve the informational text writing skills of…
Descriptors: Writing Instruction, Intervention, Writing Skills, Elementary School Students
MacArthur, Charles A.; Philippakos, Zoi – Exceptional Children, 2010
Students learned a strategy for planning, writing, and evaluating compare-contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students, 3 with learning disabilities in writing and 3…
Descriptors: Text Structure, Self Efficacy, Learning Disabilities, Writing Processes
Peer reviewedRaphael, Taffy E.; Englert, Carol Sue – Reading Teacher, 1990
Describes the Cognitive Strategy Instruction in Writing (CSIW) program by discussing: (1) knowledge bases that are useful for expository writing and reading; (2) features of instruction inherent in CSIW that help build knowledge for successful writing and reading; and (3) the effect of CSIW on students' expository writing and reading. (MG)
Descriptors: Cognitive Processes, Elementary Education, Expository Writing, Reading Comprehension
Kintsch, Eileen – 1989
A study investigated how students' mental representation of an expository text and the inferences they used in summarizing varied as a function of text difficulty and of differences in the task. Subjects, 96 college students and students from grades 6 and 10, wrote summaries of expository texts and answered orally several probe questions about the…
Descriptors: Cognitive Processes, Content Area Reading, Content Area Writing, Difficulty Level
