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Graham, Steve; Donaldson, Joe F. – Adult Education Quarterly, 1999
ACT College Outcomes Survey data were collected from 27,811 students (63% aged 20-22, 37% over 26). Older students were much less involved in campus activities and more in family responsibilities. Adults reported higher levels of academic and intellectual growth in terms of broadening interests, critical thinking, study skills, career development,…
Descriptors: Adult Students, College Environment, Higher Education, Intellectual Development
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Graham, Steve; Harris, Karen R. – School Psychology Review, 1997
Examines two myths about writing: good writing cannot be taught, and writing develops naturally. For each myth, alternative ways to achieve goals with students who find writing difficult are explored. Proposed instructional procedures focus on development of knowledge, skill, will, and self-regulation in writing. (Author/JDM)
Descriptors: Elementary Secondary Education, Learning Problems, Learning Readiness, Writing Difficulties
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Harris, Karen R.; Graham, Steve – Journal of Special Education, 1994
This article presents major principles of constructivism for teaching and learning of students with disabilities and those at risk for school failure. It describes three idealized constructivist models (endogenous, exogenous, and dialectical) and explores major issues related to constructivism, including the possibility of integrative stances.…
Descriptors: Constructivism (Learning), Disabilities, Educational Principles, Educational Psychology
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Graham, Steve; Harris, Karen R. – Journal of Special Education, 1994
This paper examines whole language and process approaches to writing instruction, outlining their benefits (frequent and meaningful writing, support of self-regulated learning, and emphasis on the integrative nature of learning in literacy development) and weaknesses (overreliance on incidental learning and lack of emphasis on the mechanics of…
Descriptors: Constructivism (Learning), Elementary Secondary Education, Literacy Education, Special Needs Students
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Weintraub, Naomi; Graham, Steve – Learning Disabilities Research and Practice, 1998
Fifth-grade students with learning disabilities who were good (n=12) and poor (n=11) handwriters and 56 matched controls were asked to copy text under two conditions, quickly and neatly. Students with learning disabilities were not as capable of increasing writing speed and demonstrated a slower rate of speed. (Author/CR)
Descriptors: Grade 5, Handwriting, Intermediate Grades, Learning Disabilities
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Graham, Steve – Journal of Educational Psychology, 1990
Effects on quantity and quality of student compositions of mechanical interference, rate of production, and contentless production signals to write more were studied for 24 learning-disabled (LD) fourth and sixth graders. Results indicate that LD students' writing problems are partly a result of difficulties with mechanics and sustaining…
Descriptors: Dictation, Elementary School Students, Essays, Grade 4
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Graham, Steve – Focus on Exceptional Children, 1992
This paper examines the importance of handwriting instruction, through discussion of four issues: (1) whether handwriting should be taught directly outside other writing contexts; (2) slanted versus traditional manuscript alphabets; (3) use of a beginner's pencil and wide lined paper; and (4) the use of self-regulation procedures within the…
Descriptors: Alphabets, Elementary Education, Handwriting, Self Evaluation (Individuals)
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Graham, Steve – Intervention in School and Clinic, 1992
This article about the poor writing of many students with learning disabilities suggests that a major cause is inadequate instruction and presents three principles of writing instruction: (1) frequent and meaningful writing; (2) developing, embellishing, and refining; and (3) a warm and supportive environment. (DB)
Descriptors: Elementary Secondary Education, Learning Disabilities, Revision (Written Composition), Teaching Methods
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Graham, Steve; And Others – Journal of Learning Disabilities, 1994
Four vocabulary lists were used to generate a basic spelling list for students with learning disabilities and other poor spellers. Each word was assigned a grade placement (one through three) based on pattern of occurrence in children's writing and placement on current vocabulary lists and spelling materials. The resulting spelling list of 335…
Descriptors: Difficulty Level, Elementary Education, Incidence, Learning Disabilities
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Graham, Steve; And Others – Journal of Learning Disabilities, 1993
Interviews with 39 students with learning disabilities (LD, grades 4-8) and 29 normally achieving students revealed that, compared to controls, LD students had less mature conceptualizations of writing and less favorable attitudes toward writing but no differences in evaluations of their competence in either writing or the composing process.…
Descriptors: Intermediate Grades, Interviews, Junior High Schools, Learning Disabilities
Graham, Steve; Voth, Victoria Page – Academic Therapy, 1990
Curriculum modifications are presented, along with empirical support when available, for teaching spelling vocabulary to students with learning disabilities. The article discusses selecting words to be learned, daily testing and practice of small word sets, strategy training, self-regulation, motivation, students helping each other, and frequent…
Descriptors: Cooperative Learning, Curriculum Development, Drills (Practice), Elementary Secondary Education
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Graham, Steve; MacArthur, Charles – Journal of Special Education, 1988
Three learning-disabled students, aged 10-11, received self-instructional strategy training for improving revision skills for essays they composed on a word processor. Strategy instruction positively impacted on students' revising behavior and the length and quality of their written products. Effects were maintained over time and generalized to…
Descriptors: Autoinstructional Aids, Essays, Generalization, Intermediate Grades
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Graham, Steve; Johnson, LeAnn A. – Focus on Exceptional Children, 1989
Research-based classroom techniques and procedures for teaching reading to learning-disabled students are outlined, including teacher activities before reading, teacher activities during and after reading, methods for improving students' reading behaviors, and the impact of peers and family on pupil pursuits during reading. (MSE)
Descriptors: Class Activities, Elementary Secondary Education, Family Influence, Learning Disabilities
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Graham, Steve; Harris, Karen R. – Journal of Educational Psychology, 1989
The viability of self-instructional strategy training was investigated in a study involving 22 learning disabled and 11 normal fifth and sixth graders. Training produced meaningful and lasting effects on composition skills and heightened the sense of self-efficacy of subjects. (TJH)
Descriptors: Cognitive Processes, Componential Analysis, Elementary School Students, Grade 5
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Graham, Steve; Harris, Karen R. – Topics in Language Disorders, 1987
Teaching appropriate composition strategies and self-management routines to inefficient learners can improve their writing. The composition-strategy training intervention program requires (1) task and learner analysis; (2) selection, introduction, acquisition, and evaluation of selected preskills, composition strategies, and metacognitive…
Descriptors: Elementary Secondary Education, Learning Disabilities, Learning Strategies, Metacognition
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