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Teaching Writing Strategies to Middle School Students With Disabilities. 6 6 - - - - - - - - . - . - 0 . - . - 0 .

ABSTRACT : Following less than 8 hr. of instruction in the use of strategies to facilitate planning, self-regulation, and revising while writing opinion essays, a group of 3 middle school students with learning disabilities (LD) made substantial gains in each of 5 quality traits on which their papers were scored. On average , posttest scores of students with LD were better by 1 point on a 6 point scale than were those scores obtained by a group of LD students who served as controls. Participants' scores approached the level of writing performance exhibited by a group of peers without disabilities. The authors also observed treatment effects for number of functional essay elements; students who received strategy instruction gained an average of 1.3 functional elements from pretest to postest. However, generalization to narrative writing was not obtained.





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