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Derek B. Rodgers; Amanda M. Kern; Jeremy W. Ford; Michael Crawford; Mali Sawyer – Exceptionality, 2024
Students with dyslexia often struggle with developing text-writing skills at the paragraph level. However, the literature is filled with examples of how explicit instruction paired with time-based feedback can be used to improve such skills for students with a variety of disabilities. Examples from the literature have demonstrated positive effects…
Descriptors: Electronic Learning, Paragraph Composition, Intervention, Dyslexia
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Wallace, Ginger W.; Bott, Deborah A. – Journal of Learning Disabilities, 1989
Four eighth-grade students with learning disabilities were taught paragraph-writing skills using a metacognitive text structure strategy, which included an outline as a paragraph planning guide. Results suggest that when provided with such direct, intensive instruction, these students can improve their paragraph writing. (Author/MSE)
Descriptors: Adolescents, Grade 8, Learning Disabilities, Metacognition