ERIC Number: EJ1164791
Record Type: Journal
Publication Date: 2018-Feb
Abstractor: As Provided
Teaching Children with Language-Learning Disabilities to Plan and Revise Compare-Contrast Texts
Shen, Mei; Troia, Gary A.
Learning Disability Quarterly, v41 n1 p44-61 Feb 2018
This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction, all three students spent more time planning and generated quality written plans. Their essays were longer, included more text structure elements, and demonstrated better overall quality. After receiving the subsequent revising instruction, further increases in writing accuracy were found, but planning time, quality of written plans, text length, and text structure elements somewhat decreased. Also, overall essay quality did not further improve following revising instruction. Positive gains were maintained for 4 weeks and generalized to writing explanatory essays.
Descriptors: Learning Disabilities, Children, Language Acquisition, Language Impairments, Teaching Methods, Elementary School Students, Lesson Plans, Writing Achievement, Writing Improvement, Instructional Effectiveness, Writing Strategies, Text Structure, Cues, Writing Processes, Revision (Written Composition), Intelligence Tests, Nonverbal Ability, Verbal Ability, Grade 4, Grade 5, Grade 6, Interviews
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Test of Nonverbal Intelligence; Oral and Written Language Scales
Grant or Contract Numbers: N/A