The Role of Production Factors in Learning Disabled Students' Compositions

Research output: Contribution to journalArticle

207 Citations (Scopus)

Abstract

The effects of mechanical interference, rate of production, and contentless production signals to write more on the quantity and quality of fourth- and sixth-grade learning disabled (LD) students' compositions were examined. A more rapid rate of production did not have a positive impact on the quantity or quality of what LD students produced. The mechanics of writing, however, interfered with both the quantity and quality of compositions. Furthermore, the introduction of contentless production signals led to substantial increases in the amount of text produced as well as small improvements in quality. The results indicated that LD students' writing problems are due, in part, to difficulties with mechanics and problems in sustaining production during writing. Implications for instruction are discussed.

Original languageEnglish (US)
Pages (from-to)781-791
Number of pages11
JournalJournal of Educational Psychology
Volume82
Issue number4
StatePublished - Dec 1990
Externally publishedYes

Fingerprint

production factor
Learning
Students
Mechanics
learning
mechanic
student
Quality Improvement
interference
instruction

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

The Role of Production Factors in Learning Disabled Students' Compositions. / Graham, Stephen.

In: Journal of Educational Psychology, Vol. 82, No. 4, 12.1990, p. 781-791.

Research output: Contribution to journalArticle

@article{cea60cad2f084123b589043fd2ac3b7f,
title = "The Role of Production Factors in Learning Disabled Students' Compositions",
abstract = "The effects of mechanical interference, rate of production, and contentless production signals to write more on the quantity and quality of fourth- and sixth-grade learning disabled (LD) students' compositions were examined. A more rapid rate of production did not have a positive impact on the quantity or quality of what LD students produced. The mechanics of writing, however, interfered with both the quantity and quality of compositions. Furthermore, the introduction of contentless production signals led to substantial increases in the amount of text produced as well as small improvements in quality. The results indicated that LD students' writing problems are due, in part, to difficulties with mechanics and problems in sustaining production during writing. Implications for instruction are discussed.",
author = "Stephen Graham",
year = "1990",
month = "12",
language = "English (US)",
volume = "82",
pages = "781--791",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "4",

}

TY - JOUR

T1 - The Role of Production Factors in Learning Disabled Students' Compositions

AU - Graham, Stephen

PY - 1990/12

Y1 - 1990/12

N2 - The effects of mechanical interference, rate of production, and contentless production signals to write more on the quantity and quality of fourth- and sixth-grade learning disabled (LD) students' compositions were examined. A more rapid rate of production did not have a positive impact on the quantity or quality of what LD students produced. The mechanics of writing, however, interfered with both the quantity and quality of compositions. Furthermore, the introduction of contentless production signals led to substantial increases in the amount of text produced as well as small improvements in quality. The results indicated that LD students' writing problems are due, in part, to difficulties with mechanics and problems in sustaining production during writing. Implications for instruction are discussed.

AB - The effects of mechanical interference, rate of production, and contentless production signals to write more on the quantity and quality of fourth- and sixth-grade learning disabled (LD) students' compositions were examined. A more rapid rate of production did not have a positive impact on the quantity or quality of what LD students produced. The mechanics of writing, however, interfered with both the quantity and quality of compositions. Furthermore, the introduction of contentless production signals led to substantial increases in the amount of text produced as well as small improvements in quality. The results indicated that LD students' writing problems are due, in part, to difficulties with mechanics and problems in sustaining production during writing. Implications for instruction are discussed.

UR - http://www.scopus.com/inward/record.url?scp=0000287683&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0000287683&partnerID=8YFLogxK

M3 - Article

VL - 82

SP - 781

EP - 791

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 4

ER -