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Peer reviewedBrooks, Allison; Vaughan, Katherine; Berninger, Virginia – Learning Disability Quarterly, 1999
Seventeen fourth and fifth graders with severe writing disabilities received a weekly one-hour individual tutorial which focused equally on transcription (handwriting and spelling) and composition skills. Students showed reliable improvement in composition and handwriting automaticity but not in spelling. Suggestions for teaching phonological…
Descriptors: Grade 4, Grade 5, Handwriting, Individualized Instruction
