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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ452404
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Direct Teaching, Strategy Instruction, and Strategy Instruction with Explicit Self-Regulation: Effects on the Composition Skills and Self-Efficacy of Students with Learning Disabilities.
Sawyer, Richard J.; And Others
Journal of Educational Psychology, v84 n3 p340-52 Sep 1992
Research in self-regulated strategy development (SRSD) in composition was extended by comparing 43 learning-disabled fifth and sixth grade students in 4 conditions of SRSD instruction. Posttests indicated greater improvement for SRSD conditions with and without goal setting and self-monitoring than for the practice control condition. (SLD)
Descriptors: Children, Comparative Analysis, Elementary Education, Elementary School Students, Instructional Effectiveness, Intermediate Grades, Learning Disabilities, Learning Strategies, Pretests Posttests, Teaching Methods, Writing (Composition), Writing Instruction
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Goal Setting; Self Regulated Strategy Development; Self Regulation