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The Role of Text Production Skills in Writing Development: A Special Issue--I.
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Graham, Steve – Learning Disability Quarterly, 1999
This introductory article discusses the difficulties many children with learning disabilities have in text production skills and how these difficulties affect not only how they write but also the pace and course of their writing development. The influence of spelling miscues on perceptions of writing ability is also addressed. (CR)
Descriptors: Elementary Secondary Education, Handwriting, Learning Disabilities, Spelling
Coordinating Transcription and Text Generation in Working Memory during Composing: Automatic and Constructive Processes.
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Berninger, Virginia W. – Learning Disability Quarterly, 1999
Research evidence is reviewed to show that transcription and working memory processes constrain the development of composition skills in students with and without learning disabilities and that in turn other processes constrain the development of transcription and working memory skills. Interventions for transcription are discussed. (Author/CR)
Descriptors: Elementary Secondary Education, Handwriting, Intervention, Learning Disabilities
Increasing Story-Writing Ability through Self-Regulated Strategy Development: Effects on Young Writers with Learning Disabilities
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Saddler, Bruce – Learning Disability Quarterly, 2006
In this replication study, supplemental writing instruction in strategic planning was used to improve the story writing ability of young writers with learning disabilities (LD) and poor writing skills. Six 2nd-grade students with learning disabilities who experienced difficulty with story writing were taught a strategy for planning and writing…
Descriptors: Strategic Planning, Learning Disabilities, Writing Skills, Teaching Methods
Cognitive and Academic Performance of College Students with Learning Disabilities: A Synthesis of the Literature.
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Hughes, Charles A.; Smith, Judith Osgood – Learning Disability Quarterly, 1990
Twenty-six articles including information about the cognitive and academic characteristics of learning-disabled college students are reviewed, focusing on levels of intellectual functioning, reading achievement, mathematics achievement, written expression, and foreign language performance. Research needs and implications for service provision are…
Descriptors: Academic Achievement, Cognitive Ability, College Students, Higher Education
A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities.
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Klassen, Rob – Learning Disability Quarterly, 2002
Findings from a review of 22 studies on self-efficacy beliefs of students with learning disabilities (LD) are discussed. Results suggest that in specific contexts (in the writing performance of students with specific writing difficulties, in particular) students appear to optimistically miscalibrate their self-efficacy. Methodological research…
Descriptors: Academic Achievement, Beliefs, Competence, Elementary Secondary Education
Defining Reading and Writing Disabilities with and without IQ: A Flexible, Developmental Perspective.
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Berninger, Virginia; And Others – Learning Disability Quarterly, 1992
Developmental and criterion reading and writing measures were administered to 300 primary-level students, revealing that elimination of IQ in the definition of learning disabilities would dramatically affect who is identified as learning disabled. A two-stage assessment model analyzing absolute criteria without IQ and relative criteria with IQ is…
Descriptors: Definitions, Disability Identification, Educational Diagnosis, Evaluation Methods