The present study was conducted to determine whether self-instructional strategy training would be effective in improving learning disabled students’ revising behavior and the essays they compose on a word processor. Training effects were investigated using a multiple baseline across subjects design, with multiple probes in baseline. Results indicated that strategy instruction had a positive effect on students’ revising behavior as well as on the length and quality of their written products. Effects were maintained over time and generalization to a paper-and-pencil writing task was also demonstrated. Following training, students reported that they were more confident in their ability to write and revise essays. Additionally, evidence on strategy usage and modification was collected.
ASJC Scopus subject areas