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ERIC Number: ED290312
Record Type: RIE
Publication Date: 1986-Jul-20
Pages: 175
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Repeated Writing and Repeated Revision Strategies on Composing Fluency of Learning Disabled Adolescents. Final Report.
Harriman, Nancy E.; Gajar, Anna H.
The study investigated the use of repeated writings as a means of increasing written language fluency with 48 learning disabled students in senior high school resource room English classes. Subjects received one of four treatments for 4 days: repeated writing with structural cues, repeated revision with structural cues, writing on a new topic with structural cues, and writing on a new topic with mechanics cues. Final compositions produced on day 5 were analyzed for fluency, writing mechanics, and paragraph structure. Analysis of variance for fluency factors revealed that all groups showed significant improvement from pretest to posttest on the production factor; analysis for mechanics and structure factors indicated that students receiving instruction in writing mechanics made significantly more progress than students receiving instruction in paragraph structure. Non-parametric tests on structural variables showed significant changes for use of clincher sentences for students receiving both mechanics and structural instruction. No significant differences existed among the four groups at posttest for use of topic or clincher sentences at posttest. Results suggested that highly structured daily writing sessions can be effective in improving writing fluency, mechanics, and structure. Instruction in writing mechanics, appeared to have a more pervasive effect on writing skills than instruction in paragraph structure. Thirteen tables, 10 figures, and 10 pages of references are provided. Appendixes comprising 50 pages include directions for experiental groups and scripts for mechanics cue and structural cue instruction. (DB)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Pennsylvania State Univ., University Park.
Note: Prepared by the Division of Special Education and Communication Disorders.