Improving the Compositions of Students with Learning Disabilities Using a Strategy Involving Product and Process Goal Setting

Steve Graham, Charles Macarthur, Shirley Schwartz, Victoria Page-Voth

Research output: Contribution to journalArticlepeer-review

78 Scopus citations

Abstract

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 languageEnglish (US)
Pages (from-to)322-334
Number of pages13
JournalExceptional children
Volume58
Issue number4
DOIs
StatePublished - Feb 1992
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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