Two studies are reported which investigated the efficacy of an interactive approach to teaching writing revision skills for 11 adolescents with learning disabilities. Results from both studies indicated that interactive teaching successfully taught students to identify ambiguities and make their writing more salient. (Author/PB)

A system is presented for advancing writing assessment beyond simple summative statements into a procedure for planning and evaluating instruction for all students, particularly those with learning disabilities. Case studies are presented in which writing samples are analyzed both quantitatively and qualitatively for story idea,…

This study of 40 junior high school students with learning disabilities and 20 control students found that significant intergroup differences in the quality of narrative compositions were not evident when students were allocated time for planning and were given "Create a Story" cues. (Author/JDD)

This article provides specific recommendations for teaching students with learning disabilities how to use a story grammar cueing system for improving writing. The article emphasizes the importance of individualizing instruction and teaching for generalization, and discusses the purpose of the system and methods of assessment. (JDD)

This article describes the Cognitive Strategy in Writing program (originally intended for elementary-age students), and adaptation and application of the social constructivist approach with seven junior high and high school students with learning disabilities. Pretest-posttest assessment indicated dramatic improvements in overall quality and…

Investigated the impact of integrated proofreading strategy training, which combined a computer-based spelling checker and student strategies, on the proofreading of three secondary students with learning disabilities. Students showed an increase in strategy use and percentage of spelling errors corrected on controlled proofreading materials and…

Intermediate grade students with learning disabilities learned to work in pairs to help each other with editing and revising of their compositions. The 13 subjects made more revisions and produced papers of higher quality when revising with peer support than did 16 students in a process-approach control group. (Author/JDD)

Interactive dialogues between teacher and student or between student and student were used to teach revision skills to 18 adolescents with learning disabilities or English as a Second language. Both intervention conditions were equally effective in promoting clarity and thematic salience in trainees' reportive essays. (Author/JDD)

This article presents an empirical basis for the relationship between reading and writing, a theoretical socio-historical model of teaching and learning that highlights the purposeful nature of both reading and writing as creating meaning, and instructional strategies for creating literacy events that promote learning-disabled students'…

Examines eight methods that teachers can use to help students with learning problems deal with spelling obstacles: collaboration, precueing, word books, asking the teacher, invented spelling, peer collaboration, self-checking, and computer-assisted writing. Methods are evaluated on how they improve the content and readability of the composition.…