Improving learning disabled students' skills at composing essays

self-instructional strategy training.

Research output: Contribution to journalArticle

123 Citations (Scopus)

Abstract

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
Volume56
Issue number3
StatePublished - Nov 1989
Externally publishedYes

Fingerprint

Learning
Students
learning
student
Special Education
Self Efficacy
teacher
special education
self-efficacy
genre
instruction
planning
performance
evidence

ASJC Scopus subject areas

  • Rehabilitation
  • Education
  • Health Professions(all)

Cite this

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abstract = "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.",
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