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Peer reviewedBakken, Jeffrey P.; Whedon, Craig K. – Learning Disabilities: A Multidisciplinary Journal, 2003
Fifteen high-school students with learning disabilities were taught the acronym POWER (plan, organize, write, edit, and revise) and how to use self-instruction to improve their writing performance. Strategy instruction had a significant impact on students' writing performance with an increase in the quality and quantity of written products.…
Descriptors: Learning Disabilities, Learning Strategies, Process Approach (Writing), Secondary Education
Direct linkSundeen, Todd H. – Beyond Behavior, 2007
Writing expressive essays is especially difficult for many students with learning and behavior difficulties. They struggle not only with basic writing skills such as spelling, sentence formation, capitalization, and handwriting, but also with the cognitive processes of writing such as planning, organizing, and writing (Schumaker & Deshler, 2003).…
Descriptors: Learning Disabilities, Academic Support Services, At Risk Students, Writing Assignments
Peer reviewedMacArthur, Charles A.; And Others – Learning Disabilities Research and Practice, 1991
A process approach to writing instruction for students with learning disabilities is presented. The approach involves students sharing their work with each other, receiving frequent response to their writing, using word processing to support fluent text production and ease revision, conferencing with teachers to develop writing strategies, and…
Descriptors: Elementary Secondary Education, Feedback, Learning Disabilities, Models
Peer reviewedDanoff, Barbara; And Others – Journal of Reading Behavior, 1993
Examines the effectiveness of imbedding strategy instruction in the context of a process approach to writing. Finds that the strategy instructional procedures had a positive effect on the fourth- and fifth-grade students' writing, for both students with and without a learning disability. Shows that, overall, improvements in story quality were…
Descriptors: Grade 4, Grade 5, Instructional Effectiveness, Intermediate Grades
Download full textWojasinski, Amy Marie; Smith, Denise M. – 2002
This action research study examined what writing strategy, process writing approach, free, or informal writing, was the most effective with students with learning disabilities. Five students (ages 13-15) in a self-contained eighth grade language arts class were observed while they learned the three different writing strategies. The process writing…
Descriptors: Free Writing, Instructional Effectiveness, Junior High School Students, Junior High Schools
Mothus, Trudy G.; Lapadat, Judith C.; Struthers, Lynda; Fisher, Heather; Paterson, Karin – 2002
This report discusses the effectiveness of strategy-based writing instruction for adolescents with language-based learning disabilities. The instruction is being provided to Canadian students in grade eight who are at least two grade equivalents below their peers in reading and writing ability. The students are taught a paraphrasing strategy that…
Descriptors: Computer Uses in Education, Expository Writing, Foreign Countries, Instructional Effectiveness
