Executive Control in the Revising of Students with Learning and Writing Difficulties

Research output: Contribution to journalArticle

78 Citations (Scopus)

Abstract

This study examined the role of executive control in the revising difficulties of 5th- and 6th-grade students with writing and learning problems. Procedural support was provided in carrying out executive processes by teaching students to use a routine that ensured that the separate elements of the revising process were coordinated and occurred in a regular way. The processing burden involved in revising was further reduced by limiting the types of evaluative and tactical decisions students made. In comparison to their normal approach to revising, procedural support made the process of revising easier for the participating students and increased the number of nonsurface revisions that improved text. Students' difficulties with revising, however, were not due solely to problems with executive control; they were generally indifferent to the possible concerns of their audience, overemphasized form, and struggled with the separate elements underlying revising. Implications for instruction were addressed.

Original languageEnglish (US)
Pages (from-to)223-234
Number of pages12
JournalJournal of Educational Psychology
Volume89
Issue number2
StatePublished - 1997
Externally publishedYes

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Executive Function
Learning
Students
learning
student
Teaching
instruction

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Executive Control in the Revising of Students with Learning and Writing Difficulties. / Graham, Stephen.

In: Journal of Educational Psychology, Vol. 89, No. 2, 1997, p. 223-234.

Research output: Contribution to journalArticle

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