This study was conducted to determine if a planning and writing strategy would improve the essay writing of students with learning disabilities. Four participants were taught a strategy designed to facilitate the setting of product and process goals, generation and organization of notes, continued planning during writing, and evaluation of goal attainment. Training effects were investigated using a multiple probe design across subjects. Strategy instruction had a positive effect on students' essay writing performance and knowledge of the writing process, and effects were maintained over time.
|Original language||English (US)|
|Number of pages||13|
|Publication status||Published - Feb 1992|
ASJC Scopus subject areas
- Health Professions(all)