Article1988

Improving Learning Disabled Students' Skills at revising Essays Produced on a Word Processor

134 citations0/0 files storedThe Journal of Special Education

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Writing and Handwriting Education Innovative Teaching and Learning Methods Behavioral and Psychological Studies

Abstract

The present study was conducted to determine whether self-instructional strategy training would be effective in improving learning disabled students' revising behavior and the essays they compose on a word processor. Training effects were investigated using a multiple baseline across subjects design, with multiple probes in baseline. Results indicated that strategy instruction had a positive effect on students' revising behavior as well as on the length and quality of their written products. Effects were maintained over time and generalization to a paper-and-pencil writing task was also demonstrated. Following training, students reported that they were more confident in their ability to write and revise essays. Additionally, evidence on strategy usage and modification was collected.

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References

1981Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.1986Writing research and the writer.1987Learning Disabled Students' Composing Under Three Methods of Text Production 1985The International encyclopedia of education research and studies 1985Participation in Goal Setting: Effects On Self-Efficacy and Skills of Learning-Disabled Children 1983Developing children's self-efficacy and skills: The roles of social comparative information and goal setting 1984New directions in composition research 1985Improving Learning Disabled Students' Composition Skills: Self-Control Strategy Training

Cited by

2004Revision Cognitive and Instructional Processes 1998Self-Regulated Strategy Development and the Writing Process: Effects on Essay Writing and Attributions 1991The Written Composing Ability of Children with Learning Disabilities: A Review of the Literature From 1980 to 1990 1996Environmental, cognitive, and metacognitive influences on text revision: Assessing the evidence 1999Self-Regulated Strategy Instruction in Regular Education Settings: Improving Outcomes for Students With and Without Learning Disabilities

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