Improving learning disabled students' skills at composing essays: self-instructional strategy training.
This study was conducted to determine if self-instructional strategy training would improve learning disabled students' writing. Students were taught a strategy designed to facilitate the generation, framing, and planning of argumentative essays. Training effects were investigated using a multiple-baseline across-subjects design, with multiple probes in baseline. Strategy instruction had a positive effect on students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and teacher. Evidence for generalization to a second genre, story writing, was also obtained. The students and their special education teacher recommended the use of the strategy with other students.
Graham
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Harris
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D002648:Child; D004519:Education, Special; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D008297:Male; D011380:Programmed Instructions as Topic; D012649:Self Concept; D013663:Teaching / Q000379:methods; D014956:Writing