NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Improving Learning Disabled Students' Composition Skills: Self-Control Strategy Training.
Peer reviewed Peer reviewed
Harris, Karen R.; Graham, Steve – Learning Disability Quarterly, 1985
A self-control strategy training procedure was effective in improving two elementary learning disabled students' use of parts of speech and mean number of words per story. Additionally, stories written after training received substantially higher quality ratings than those composed during baseline. (Author/CL)
Descriptors: Elementary Education, Learning Disabilities, Self Control, Self Evaluation (Individuals)
Improving Composition Skills of Inefficient Learners with Self-Instructional Strategy Training.
Peer reviewed Peer reviewed
Graham, Steve; Harris, Karen R. – Topics in Language Disorders, 1987
Teaching appropriate composition strategies and self-management routines to inefficient learners can improve their writing. The composition-strategy training intervention program requires (1) task and learner analysis; (2) selection, introduction, acquisition, and evaluation of selected preskills, composition strategies, and metacognitive…
Descriptors: Elementary Secondary Education, Learning Disabilities, Learning Strategies, Metacognition
Self-Regulated Strategy Development and the Writing Process: Effects on Essay Writing and Attributions.
Peer reviewed Peer reviewed
Sexton, Melissa; Harris, Karen R.; Graham, Steve – Exceptional Children, 1998
The Self-Regulated Strategy Development model was used to assist six elementary students with learning disabilities develop a strategy for planning and writing essays, self-regulation, and positive attributions regarding effort and strategy use. Instruction had a positive effect on students' approach to writing, writing performance, and…
Descriptors: Elementary Education, Learning Disabilities, Models, Self Evaluation (Individuals)
Self-Monitoring of Attention versus Self-Monitoring of Performance: Effects on Attention and Academic Performance.
Peer reviewed Peer reviewed
Reid, Robert; Harris, Karen R. – Exceptional Children, 1993
Twenty-eight students (ages 9-12) with learning disabilities were taught a spelling study procedure (SSP), followed by instruction in self-monitoring of performance (SMP) and self-monitoring of attention (SMA). On-task behavior was significantly higher in both SMA and SMP than in SSP. Neither SMP nor SMA were inherently superior across subjects,…
Descriptors: Academic Achievement, Attention Control, Intermediate Grades, Learning Disabilities
Effects of Strategy Training on Metamemory among Learning Disabled Students.
Peer reviewed Peer reviewed
Harris, Karen R.; And Others – Exceptional Children, 1988
Forty learning-disabled fourth graders learned to use a spelling study strategy, studied words under varying conditions, and predicted their scores on a subsequent test. Results indicated that, even without inclusion of specific metacognitive training components, strategy training produced important metacognitive improvement and that metacognitive…
Descriptors: Expectation, Grade 4, Intermediate Grades, Learning Disabilities
Every Child Has a Story To Tell: Self-Regulated Strategy Development for Story Writing.
Peer reviewed Peer reviewed
Mason, Linda H.; Harris, Karen R.; Graham, Steve – Education and Treatment of Children, 2002
A theoretically and empirically based intervention, Self-Regulated Strategy Development (SRSD), for students who struggle with academic tasks is described. The instructional implications and evaluation of performance for one student with learning and behavioral difficulties highlights the usefulness of this instructional approach. Six individual…
Descriptors: Behavior Disorders, Case Studies, Elementary Education, Learning Disabilities
Improving Learning Disabled Students' Skills at Composing Essays: Self-Instructional Strategy Training.
Peer reviewed Peer reviewed
Graham, Steve; Harris, Karen R. – Exceptional Children, 1989
The study with three sixth-grade learning-disabled students found that a self-instructional strategy to facilitate the generation, framing, and planning of argumentative essays had a positive effect on the students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and new writing genre.…
Descriptors: Essays, Generalization, Instructional Effectiveness, Intermediate Grades
Self-Monitoring of Attention versus Self-Monitoring of Performance: Replication and Cross-Task Comparison Studies.
Peer reviewed Peer reviewed
Harris, Karen R.; And Others – Learning Disability Quarterly, 1994
Two studies, each involving four intermediate grade students with learning disabilities, examined the differential effects of attention monitoring and performance monitoring on spelling study behaviors and story writing behaviors. Both interventions had a positive impact; neither was clearly or consistently superior to the other. (Author/JDD)
Descriptors: Academic Achievement, Attention Control, Intermediate Grades, Learning Disabilities