Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting.
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.
Graham
S
S
University of Maryland.
MacArthur
C
C
Schwartz
S
S
Page-Voth
V
V
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