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Graham, Steve – Learning Disability Quarterly, 1999
This introductory article discusses the difficulties many children with learning disabilities have in text production skills and how these difficulties affect not only how they write but also the pace and course of their writing development. The influence of spelling miscues on perceptions of writing ability is also addressed. (CR)
Descriptors: Elementary Secondary Education, Handwriting, Learning Disabilities, Spelling
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Graham, Steve – Learning Disability Quarterly, 1999
To minimize the negative impact of handwriting and spelling difficulties of students with learning disabilities, it is proposed that explicit and systematic instruction, as well as incidental or natural learning approaches be used to maximize the development of these two basic writing tools. These approaches are examined. (Author/CR)
Descriptors: Elementary Secondary Education, Handwriting, Learning Disabilities, Spelling
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Donaldson, Joe F.; Graham, Steve – Adult Education Quarterly, 1999
A literature review was used to build a model of college outcomes for adults that depicts six elements: prior experiences; orienting frameworks; declarative, procedural, and self-regulating knowledge; the "connecting classroom" for social engagement and negotiation of meaning; the life-world environment; and types and levels of learning outcomes.…
Descriptors: Adult Students, Higher Education, Learning Experience, Models
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De La Paz, Susan; Graham, Steve – Journal of Educational Psychology, 1997
The effects of dictation and explicit instruction in planning on the composing skills of 42 fifth, sixth, and seventh graders with learning disabilities were studied. The combination of dictation and instruction in advanced planning resulted in more complete and qualitatively better essays than those written by comparison students. (SLD)
Descriptors: Dictation, Elementary School Students, Essays, Grade 5
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Graham, Steve; And Others – Learning Disabilities Research and Practice, 1996
The Directed Spelling Thinking Activity (DSTA) is a method of teaching spelling to students with learning disabilities by encouraging active thinking and analysis of word patterns. With DSTA, students compare and contrast words that fit different but related spelling patterns. Words illustrating 37 spelling patterns are listed. (Author/DB)
Descriptors: Learning Activities, Learning Disabilities, Spelling Instruction, Teaching Methods
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Harris, Karen R.; Graham, Steve – Learning Disabilities Research and Practice, 1996
This overview of articles in this special issue introduces the constructivist approach to educating students with learning disabilities. Catalysts for constructivism, the constructivist philosophy, and the whole language approach are discussed. The need for coherent integrated instruction in learning communities that is educationally purposeful,…
Descriptors: Constructivism (Learning), Educational Philosophy, Educational Strategies, Elementary Secondary Education
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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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