Improving learning disabled students' skills at composing essays: self-instructional strategy training

Except Child. 1989 Nov;56(3):201-14. doi: 10.1177/001440298905600305.

Abstract

This study was conducted to determine if self-instructional strategy training would improve learning disabled students' writing. Students were taught a strategy designed to facilitate the generation, framing, and planning of argumentative essays. Training effects were investigated using a multiple-baseline across-subjects design, with multiple probes in baseline. Strategy instruction had a positive effect on students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and teacher. Evidence for generalization to a second genre, story writing, was also obtained. The students and their special education teacher recommended the use of the strategy with other students.

Publication types

  • Case Reports

MeSH terms

  • Child
  • Education, Special
  • Female
  • Generalization, Psychological
  • Humans
  • Learning Disabilities / rehabilitation*
  • Male
  • Programmed Instructions as Topic*
  • Self Concept
  • Teaching / methods
  • Writing*