ERIC Number: ED332403
Record Type: RIE
Publication Date: 1989-Jun
Reference Count: N/A
A Metacognitive Approach to Written Language Instruction for Primary Learning Disabled Students.
Kuhns, Madeline Fisher
A metacognitive approach to written language instruction was implemented to ameliorate the severe deficits in written language exhibited by five learning-disabled third and fourth graders. The 10-week program contained two basic elements: sustained writing practice, and strategy training for revision of written projects. The sustained writing practice involved engaging in a daily written dialogue with another student partner. The strategy for monitoring their written product involved having students evaluate whether their story made sense, was interesting, used proper punctuation, used proper spelling, and used proper capitalization. The results indicated that students benefited from the program by exhibiting improved cognitive ability, improved attitudes toward writing, and improved metacognitive awareness. Appendices include student and teacher interviews, a letter of introduction to parents, a strategy worksheet, a story planning worksheet, punctuation practice, a grading system, and writing topics. (JDD)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: M.Sc. Practicum, Nova University.