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Direct linkBenedek-Wood, Elizabeth; Mason, Linda H.; Wood, Philip H.; Hoffman, Katie E.; McGuire, Ashley – Learning Disabilities: A Contemporary Journal, 2014
A staggered A-B design study was used to evaluate the effects of Self- Regulated Strategy Development (SRSD) instruction for quick writing in middle school science across four classrooms. A sixth-grade science teacher delivered all students' writing assessment and SRSD instruction for informative quick writing. Results indicated that…
Descriptors: Middle School Students, Secondary School Science, Science Instruction, Writing (Composition)
Wilson, Joshua; Olinghouse, Natalie G.; Andrada, Gilbert N. – Learning Disabilities: A Contemporary Journal, 2014
The current study examines data from students in grades 4-8 who participated in a statewide computer-based benchmark writing assessment that featured automated essay scoring and automated feedback. We examined whether the use of automated feedback was associated with gains in writing quality across revisions to an essay, and with transfer effects…
Descriptors: Writing Skills, Writing Ability, Feedback (Response), Computer Mediated Communication
Ness, Bryan M.; Sohlberg, McKay Moore – Learning Disabilities: A Contemporary Journal, 2013
The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was…
Descriptors: Independent Study, Learning Strategies, Grade 6, Resource Room Programs
Garcia, Jesus-Nicasio; Fidalgo, Raquel – Learning Disabilities: A Contemporary Journal, 2008
The aim of the study was to compare two samples of sixth-grade Spanish primary students on coordination of writing processes measured by online or direct retrospection techniques and writing products. One group was comprised of 81 students with learning disabilities (LD), the other was made up by 80 typically achieving students. The results showed…
Descriptors: Writing (Composition), Self Efficacy, Learning Disabilities, Writing Processes
Self-Regulated Strategy Development: A Validated Model to Support Students Who Struggle with Writing
Santangelo, Tanya; Harris, Karen R.; Graham, Steve – Learning Disabilities: A Contemporary Journal, 2007
Many students find writing extremely difficult and frustrating because they are not able to learn and apply the strategies used by skilled writers. Self-Regulated Strategy Development (SRSD) is a comprehensive, flexible model that explicitly helps students learn to manage the writing process. An extensive body of research has documented that SRSD…
Descriptors: Writing Strategies, Learning Disabilities, Writing Processes, Writing Instruction
Antoniou, Faye; Souvignier, Elmar – Learning Disabilities: A Contemporary Journal, 2007
Teaching reading strategies and guiding students towards self-regulated reading routines are promising approaches to fostering reading comprehension in students with learning disabilities. The aim of this study was to evaluate in a sample of 73 fifth to eighth graders with learning disabilities (IQ higher than 85 and reading skills below…
Descriptors: Reading Comprehension, Reading, Self Efficacy, Learning Disabilities
Garcia, Jesus N.; de Caso, Ana Maria – Learning Disabilities: A Contemporary Journal, 2006
This study aimed at verifying whether a specific program on writing self-efficacy, designed to train the four sources of self-efficacy suggested by Bandura (1997), could improve not only productivity and quality of writing composition in students with LD and their processes of writing, but also their writing self-efficacy beliefs and other…
Descriptors: Control Groups, Writing (Composition), Self Efficacy, Learning Disabilities
Agaliotis, Ioannis; Goudiras, Dimitrios – Learning Disabilities: A Contemporary Journal, 2004
This study involved a comparison between 30 children with Learning Disabilities (LD) and 30 typically developing peers, regarding their ability to resolve interpersonal conflict problems. It was hypothesized that the groups would show significant differences along the following parameters: (a) understanding of the components of the problems; (b)…
Descriptors: Social Behavior, Learning Disabilities, Interpersonal Relationship, Conflict Resolution
Sideris, Georgios D.; Tsorbatzoudis, Charalambos – Learning Disabilities: A Contemporary Journal, 2003
The purpose of the present study was to profile, using a K-means cluster analysis, the cognitive, motivational, affective, and goal orientation characteristics of elementary school students with and without learning disabilities (LD). Participants were 58 fifth and 6 sixth graders (29 typical and 29 LD) selected using stratified random procedures.…
Descriptors: Elementary School Students, Learning Disabilities, Motivation Techniques, Low Achievement
