The viability of self-instructional strategy training among learning disabled (LD) students exhibiting composition deficiencies was investigated. Furthermore, the theoretically proposed incremental effects of explicit self-regulation procedures were examined in terms of writing performance measures at posttest, maintenance, and generalization, and in terms of Ss self-efficacy. Ss were 22 LD and 11 normally achieving students in the 5th and 6th grades. Results indicated that self-instructional strategy training produced meaningful and lasting effects on Ss' composition skills and a significantly heightened sense of self-efficacy. Explicit self-regulation procedures did not significantly augment strategyinstruction effects for either writing performance or self-efficacy. Composition performance after instruction among LD Ss did not differ significantly in terms of story grammar elements from that of a contrast group of normally achieving, competent writers. However, normally achieving students' compositions were longer and received significantly higher quality ratings.
ASJC Scopus subject areas
- Developmental and Educational Psychology