Abstract
This study examined the effectiveness of a highly explicit, teacher-directed instructional routine used to teach three planning strategies for writing to fourth and fifth graders with learning disabilities. In comparison to peers who received process writing instruction, children who were taught the three planning strategies - goal setting, brainstorming, and organizing - spent more time planning stories in advance of writing and produced stories that were qualitatively better. One month after the end of instruction, students who had been taught the strategies not only maintained their advantage in story quality but also produced longer stories than those produced by their peers who were taught process writing. However, the highly explicit, teacher-directed strategy instructional routine used in this study did not promote transfer to an uninstructed genre, persuasive essay writing. These findings are discussed in terms of their relevance to effective writing instruction practices for students with learning disabilities.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 290-305 |
| Number of pages | 16 |
| Journal | Journal of Learning Disabilities |
| Volume | 35 |
| Issue number | 4 |
| State | Published - Jul 2002 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Rehabilitation
- Health Professions(all)
- Education
Cite this
The effectiveness of a highly explicit, teacher-directed strategy instruction routine : Changing the writing performance of students with learning disabilities. / Troia, Gary A.; Graham, Stephen.
In: Journal of Learning Disabilities, Vol. 35, No. 4, 07.2002, p. 290-305.Research output: Contribution to journal › Article
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TY - JOUR
T1 - The effectiveness of a highly explicit, teacher-directed strategy instruction routine
T2 - Changing the writing performance of students with learning disabilities
AU - Troia, Gary A.
AU - Graham, Stephen
PY - 2002/7
Y1 - 2002/7
N2 - This study examined the effectiveness of a highly explicit, teacher-directed instructional routine used to teach three planning strategies for writing to fourth and fifth graders with learning disabilities. In comparison to peers who received process writing instruction, children who were taught the three planning strategies - goal setting, brainstorming, and organizing - spent more time planning stories in advance of writing and produced stories that were qualitatively better. One month after the end of instruction, students who had been taught the strategies not only maintained their advantage in story quality but also produced longer stories than those produced by their peers who were taught process writing. However, the highly explicit, teacher-directed strategy instructional routine used in this study did not promote transfer to an uninstructed genre, persuasive essay writing. These findings are discussed in terms of their relevance to effective writing instruction practices for students with learning disabilities.
AB - This study examined the effectiveness of a highly explicit, teacher-directed instructional routine used to teach three planning strategies for writing to fourth and fifth graders with learning disabilities. In comparison to peers who received process writing instruction, children who were taught the three planning strategies - goal setting, brainstorming, and organizing - spent more time planning stories in advance of writing and produced stories that were qualitatively better. One month after the end of instruction, students who had been taught the strategies not only maintained their advantage in story quality but also produced longer stories than those produced by their peers who were taught process writing. However, the highly explicit, teacher-directed strategy instructional routine used in this study did not promote transfer to an uninstructed genre, persuasive essay writing. These findings are discussed in terms of their relevance to effective writing instruction practices for students with learning disabilities.
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M3 - Article
C2 - 15493239
AN - SCOPUS:0036637901
VL - 35
SP - 290
EP - 305
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
SN - 0022-2194
IS - 4
ER -