Improving learning disabled students' composition skills

Self-control strategy training

Research output: Contribution to journalArticle

75 Citations (Scopus)

Abstract

The present study was conducted to determine whether a self-control strategy training procedure was effective in improving learning disabled students' compositions. Training effects on three objective aspects of compositions (number of different action words, action helpers, and describing words) were investigated using a multiple-baseline-across-behaviors nested within a multiple-baseline-across-subjects design. Results indicated that students' use of the selected parts of speech increased substantially above baseline as did mean number of words per story. Additionally, stories written after training received substantially higher quality ratings than those composed during baseline. Generalization and maintenance probes taken up to 14 weeks after training continued to yield positive results.

Original languageEnglish (US)
Pages (from-to)27-36
Number of pages10
JournalLearning Disability Quarterly
Volume8
Issue number1
DOIs
StatePublished - Feb 15 1985
Externally publishedYes

Fingerprint

self-control
Learning
Students
learning
student
Maintenance
helper
rating
Self-Control

ASJC Scopus subject areas

  • Behavioral Neuroscience
  • Health Professions(all)
  • Education

Cite this

@article{5708085742674edaa7aa0f10dec8f6cb,
title = "Improving learning disabled students' composition skills: Self-control strategy training",
abstract = "The present study was conducted to determine whether a self-control strategy training procedure was effective in improving learning disabled students' compositions. Training effects on three objective aspects of compositions (number of different action words, action helpers, and describing words) were investigated using a multiple-baseline-across-behaviors nested within a multiple-baseline-across-subjects design. Results indicated that students' use of the selected parts of speech increased substantially above baseline as did mean number of words per story. Additionally, stories written after training received substantially higher quality ratings than those composed during baseline. Generalization and maintenance probes taken up to 14 weeks after training continued to yield positive results.",
author = "Karen Harris and Stephen Graham",
year = "1985",
month = "2",
day = "15",
doi = "10.2307/1510905",
language = "English (US)",
volume = "8",
pages = "27--36",
journal = "Learning Disability Quarterly",
issn = "0731-9487",
publisher = "Council for Learning Disabilities",
number = "1",

}

TY - JOUR

T1 - Improving learning disabled students' composition skills

T2 - Self-control strategy training

AU - Harris, Karen

AU - Graham, Stephen

PY - 1985/2/15

Y1 - 1985/2/15

N2 - The present study was conducted to determine whether a self-control strategy training procedure was effective in improving learning disabled students' compositions. Training effects on three objective aspects of compositions (number of different action words, action helpers, and describing words) were investigated using a multiple-baseline-across-behaviors nested within a multiple-baseline-across-subjects design. Results indicated that students' use of the selected parts of speech increased substantially above baseline as did mean number of words per story. Additionally, stories written after training received substantially higher quality ratings than those composed during baseline. Generalization and maintenance probes taken up to 14 weeks after training continued to yield positive results.

AB - The present study was conducted to determine whether a self-control strategy training procedure was effective in improving learning disabled students' compositions. Training effects on three objective aspects of compositions (number of different action words, action helpers, and describing words) were investigated using a multiple-baseline-across-behaviors nested within a multiple-baseline-across-subjects design. Results indicated that students' use of the selected parts of speech increased substantially above baseline as did mean number of words per story. Additionally, stories written after training received substantially higher quality ratings than those composed during baseline. Generalization and maintenance probes taken up to 14 weeks after training continued to yield positive results.

UR - http://www.scopus.com/inward/record.url?scp=0000985647&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0000985647&partnerID=8YFLogxK

U2 - 10.2307/1510905

DO - 10.2307/1510905

M3 - Article

VL - 8

SP - 27

EP - 36

JO - Learning Disability Quarterly

JF - Learning Disability Quarterly

SN - 0731-9487

IS - 1

ER -