Teaching Writing Strategies to Middle School Students With Disabilities. 6
By: 4 0 16 [, ] | [, ] |
Contributor(s): The Journal of Educational Research. 100 (1) : September/October 2006. pp.21 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Effects on Writing Quality -- Students with Learning Disabilities. -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
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| Book | PLM | PLM Periodicals Section | Periodicals | LB1028.J826.2006 (Browse shelf) | Available | PER997A |
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| Lb1028.j826.2005 Adolescents With Learning Disabilities: Are They Allowed to Participate in Activities? | LB1028.J826.2005 The Journal of Educational Research. | LB1028.J826.2005 The Journal of educational research. | LB1028.J826.2006 Teaching Writing Strategies to Middle School Students With Disabilities. | LG.221.C341.Si61.2006 Sinag : De La Salle University-Dasmariñas. | LG221.B2A1.Un3.2013 University of Baguio research journal. | LG221.I4.A1.Au45 Children with Special Needs : 'The Children of the Storm' |
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. 56
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