title: Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting.
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.
authors.affiliation: University of Maryland.
authors.forename: S
authors.initials: S
authors.lastname: Graham
authors.forename: C
authors.initials: C
authors.lastname: MacArthur
authors.forename: S
authors.initials: S
authors.lastname: Schwartz
authors.forename: V
authors.initials: V
authors.lastname: Page-Voth
mesh_terms: D000124:Achievement; D002648:Child; D003479:Curriculum; D004519:Education, Special; D005260:Female; D006040:Goals; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D014956:Writing