Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities.

Stephen Graham, S. S. Schwartz, C. A. MacArthur

Research output: Contribution to journalArticle

127 Citations (Scopus)

Abstract

Twenty-nine seventh- and eighth-grade (21 males and 8 females) and 10 fourth- and fifth-grade (7 males and 3 females) students with learning disabilities, as well as 18 seventh- and eighth-grade (14 males and 4 females) and 11 fourth- and fifth-grade (7 males and 4 females) normally achieving students, were administered an interview designed to assess their knowledge of writing and the composing process, attitude toward writing, and self-efficacy as a writer. Students with learning disabilities were found to have less mature conceptualizations of writing than their normally achieving counterparts. Furthermore, while students with learning disabilities were generally positive about writing, they viewed it less favorably than their regular classmates. Finally, there were no differences between the two groups of students in their evaluations of their competence in either writing or carrying out the processes underlying effective composing.

Original languageEnglish (US)
Pages (from-to)237-249
Number of pages13
JournalJournal of Learning Disabilities
Volume26
Issue number4
StatePublished - Apr 1993
Externally publishedYes

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Learning Disorders
Self Efficacy
learning disability
self-efficacy
Students
student
female student
Mental Competency
writer
Interviews
interview
evaluation
Group

ASJC Scopus subject areas

  • Rehabilitation
  • Education
  • Health Professions(all)

Cite this

Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities. / Graham, Stephen; Schwartz, S. S.; MacArthur, C. A.

In: Journal of Learning Disabilities, Vol. 26, No. 4, 04.1993, p. 237-249.

Research output: Contribution to journalArticle

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