The Contribution of Executive Control to the Revising by Students with Writing and Learning Difficulties

Susan De La Paz, Philip N. Swanson, Stephen Graham

Research output: Contribution to journalArticle

47 Citations (Scopus)

Abstract

This study examined the role of executive control in the revising problems of 8th graders with writing and learning difficulties. The contribution of executive control was examined by providing students with executive support in carrying out the revising process. Students learned to use a routine that ensured that the individual elements involved in revising were coordinated and occurred in a regular way. Compared with revising under normal conditions, executive support made the process of revising easier for students and improved their revising behavior. They revised more often, produced more meaning-preserving revisions that improved text, and revised larger segments of text more frequently when using the executive routine. Executive support also had a greater impact on the overall quality of students' text than did normal revising. Students' difficulties with revising were not due solely to problems with executive control because they also experienced difficulties with the separate elements involved in revising.

Original languageEnglish (US)
Pages (from-to)448-460
Number of pages13
JournalJournal of Educational Psychology
Volume90
Issue number3
StatePublished - Sep 1998
Externally publishedYes

Fingerprint

learning disorder
Executive Function
Learning
Students
student

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

The Contribution of Executive Control to the Revising by Students with Writing and Learning Difficulties. / De La Paz, Susan; Swanson, Philip N.; Graham, Stephen.

In: Journal of Educational Psychology, Vol. 90, No. 3, 09.1998, p. 448-460.

Research output: Contribution to journalArticle

@article{28876d0acdfc41e6896417857475325d,
title = "The Contribution of Executive Control to the Revising by Students with Writing and Learning Difficulties",
abstract = "This study examined the role of executive control in the revising problems of 8th graders with writing and learning difficulties. The contribution of executive control was examined by providing students with executive support in carrying out the revising process. Students learned to use a routine that ensured that the individual elements involved in revising were coordinated and occurred in a regular way. Compared with revising under normal conditions, executive support made the process of revising easier for students and improved their revising behavior. They revised more often, produced more meaning-preserving revisions that improved text, and revised larger segments of text more frequently when using the executive routine. Executive support also had a greater impact on the overall quality of students' text than did normal revising. Students' difficulties with revising were not due solely to problems with executive control because they also experienced difficulties with the separate elements involved in revising.",
author = "{De La Paz}, Susan and Swanson, {Philip N.} and Stephen Graham",
year = "1998",
month = "9",
language = "English (US)",
volume = "90",
pages = "448--460",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "3",

}

TY - JOUR

T1 - The Contribution of Executive Control to the Revising by Students with Writing and Learning Difficulties

AU - De La Paz, Susan

AU - Swanson, Philip N.

AU - Graham, Stephen

PY - 1998/9

Y1 - 1998/9

N2 - This study examined the role of executive control in the revising problems of 8th graders with writing and learning difficulties. The contribution of executive control was examined by providing students with executive support in carrying out the revising process. Students learned to use a routine that ensured that the individual elements involved in revising were coordinated and occurred in a regular way. Compared with revising under normal conditions, executive support made the process of revising easier for students and improved their revising behavior. They revised more often, produced more meaning-preserving revisions that improved text, and revised larger segments of text more frequently when using the executive routine. Executive support also had a greater impact on the overall quality of students' text than did normal revising. Students' difficulties with revising were not due solely to problems with executive control because they also experienced difficulties with the separate elements involved in revising.

AB - This study examined the role of executive control in the revising problems of 8th graders with writing and learning difficulties. The contribution of executive control was examined by providing students with executive support in carrying out the revising process. Students learned to use a routine that ensured that the individual elements involved in revising were coordinated and occurred in a regular way. Compared with revising under normal conditions, executive support made the process of revising easier for students and improved their revising behavior. They revised more often, produced more meaning-preserving revisions that improved text, and revised larger segments of text more frequently when using the executive routine. Executive support also had a greater impact on the overall quality of students' text than did normal revising. Students' difficulties with revising were not due solely to problems with executive control because they also experienced difficulties with the separate elements involved in revising.

UR - http://www.scopus.com/inward/record.url?scp=0032376053&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0032376053&partnerID=8YFLogxK

M3 - Article

VL - 90

SP - 448

EP - 460

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 3

ER -