Improving Learning Disabled Students' Skills at Composing Essays: Self-Instructional Strategy Training

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124 Scopus citations


This study was conducted to determine if self-instructional strategy training would improve learning disabled students' writing. Students were taught a strategy designed to facilitate the generation, framing, and planning of argumentative essays. Training effects were investigated using a multiple-baseline across-subjects design, with multiple probes in baseline. Strategy instruction had a positive effect on students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and teacher. Evidence for generalization to a second genre, story writing, was also obtained. The students and their special education teacher recommended the use of the strategy with other students.

Original languageEnglish (US)
Pages (from-to)201-214
Number of pages14
JournalExceptional children
Issue number3
StatePublished - Nov 1989


ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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