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Graham, Steve – Journal of Learning Disabilities, 1985
A model of the teaching-learning process to promote learning disabled students' mastery of basic academic skills is presented. The model considered psychological and social conditions of learning and reflects classroom environmental complexity. The central tenet of the model is that learning is a direct result of students' activities and pursuits.…
Descriptors: Basic Skills, Classroom Environment, Elementary Secondary Education, Learning Disabilities
Hughes, Julie; Graham, Steve – 1989
A multifaceted approach to adult development was empirically tested with 449 adult students enrolled in a large metropolitan community college system in the midwest. This approach suggests that most adults assume multiple life roles (relationship with self, with work, with others, and with family). The Adult Life Roles Instrument was designed to…
Descriptors: Adult Development, Adult Students, Developmental Stages, Higher Education
Graham, Steve – 1985
Students enrolled in formal continuing education classes were studied to determine if their motivations were similar. Eighty-six percent of the students were enrolled in formal credit courses. Students were also compared to graduates who did not continue their education. Included in the analysis were college graduates (23-62 years old) from 46…
Descriptors: Adult Students, Age Differences, Career Choice, College Credits
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Berninger, Virginia W.; Vaughan, Katherine; Abbott, Robert D.; Brooks, Allison; Abbott, Sylvia P.; Rogan, Laura; Reed, Elizabeth; Graham, Steve – Journal of Educational Psychology, 1998
Poor spellers in second grade (N=128) participated in sessions that included direct instruction in the alphabet principle, modeling of different approaches for developing connections between spoken and written words, and practice in composing. Results of this multilayered approach are discussed, including evidence that training in spelling…
Descriptors: Educational Psychology, Grade 2, Letters (Alphabet), Literacy Education
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Graham, Steve; Harris, Karen R. – Language, Speech, and Hearing Services in Schools, 1999
The progress of a 12-year-old boy with learning disabilities and severe writing difficulties is followed from initial assessment through instruction in strategies for planning, revising, and managing the composing process using a validated instruction model, Self-Regulated Strategy Development (SRSD). Recommendations for applying the SRSD model to…
Descriptors: Case Studies, Learning Disabilities, Middle Schools, Remedial Instruction
Graham, Steve; And Others – 1981
Designed as an aid to teachers who are planning, implementing, or modifying a spelling program, this guide lists 95 games and activities for enhancing student attitudes and reinforcing the development of specific skills. The activities provide work on phonics, vocabulary development, the dictionary (alphabetization), imagery, proofreading, and…
Descriptors: Alphabetizing Skills, Class Activities, Classroom Techniques, Educational Games
Graham, Steve; Harris, Karen R. – 1988
Using self-instructional strategy training procedures, three sixth-grade learning disabled students were taught a series of self-directed prompts designed to facilitate the generation, framing, and planning of written compositions. The eight-step instructional procedure included pretraining, review of baseline performance level, description of the…
Descriptors: Behavior Change, Behavior Modification, Cues, Essays
Hughes, Julie A.; Graham, Steve – 1985
A conceptual framework for adult development is proposed, based on a synthesis of the literature on role theory and various age-related adult developmental theories. It is proposed that adult development may not be as linear, uniform, and age-related as has been suggested. An individual adult could be in varying developmental stages across the…
Descriptors: Adult Development, Adult Students, Developmental Stages, Higher Education
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Graham, Steve; Henry, Nick – Teacher Education and Special Education, 1982
A study involving 90 regular class teachers indicated that the Rucker-Gable Educational Programming Scale appears a valid measure of the construct of knowledge of appropriate placement for handicapped students and sensitive to training effects. (CL)
Descriptors: Disabilities, Knowledge Level, Mainstreaming, Student Placement
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Graham, Steve; Deaton, William – Educational and Psychological Measurement, 1983
The responses of 205 regular classroom teaches to the Rucker-Gable Educational Programming Scale were factor analyzed. Results indicated that the instrument measures four dimensions, accounting for only 42 percent of the total variance. Estimates of internal consistency for the scores and subscores were also modest. (Author/BW)
Descriptors: Elementary School Teachers, Elementary Secondary Education, Factor Structure, Mainstreaming
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Henry, Nick; Graham, Steve – Psychology in the Schools, 1983
Examined the reliability of the Rucker-Gable Educational Programming Scale (RGEPS) in a study involving 200 college students and investigated whether the reduction in reliability was due to either content inequivalence or attribute instability. Findings suggested the scale is only moderately reliable, and that attribute instability contributed to…
Descriptors: Attitude Measures, College Students, Disabilities, Evaluation Criteria
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Graham, Steve; Berninger, Virginia; Weintraub, Naomi; Schafer, William – Journal of Educational Research, 1998
Examined the development of students' handwriting speed and legibility. Diverse students in grades one through nine completed three writing tasks (copying, writing a narrative, and writing an essay). Researchers measured their speed and legibility. Results indicated that handwriting speed and legibility did not follow a parallel course of…
Descriptors: Elementary Education, Handwriting, Junior High Schools, Skill Development
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De La Paz, Susan; Swanson, Philip N.; Graham, Steve – Journal of Educational Psychology, 1998
The role of executive control in the revising problems of 12 eighth graders with writing and learning difficulties was studied by providing students with executive support in the process. Compared with revising under normal conditions, executive support made the revision process easier for students and improved their revising behavior. (SLD)
Descriptors: Error Correction, Grade 8, Junior High Schools, Learning Disabilities
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De La Paz, Susan; Graham, Steve – Exceptional Children, 1997
A study of three fifth-grade students with learning disabilities examined the effectiveness of a strategy deigned to help them become more reflective when writing opinion essays. Following the instruction, students wrote essays that were longer, provided more support for their premise, and were qualitatively better. (Author/CR)
Descriptors: Essays, Instructional Effectiveness, Intermediate Grades, Learning Disabilities
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Graham, Steve – Journal of Educational Psychology, 1997
The role of executive control in the revising difficulties of 12 fifth and sixth graders with writing and learning problems was studied. Procedural support made revising easier for participating students, but their difficulties were not due solely to difficulties with executive control. Implications for instruction are discussed. (SLD)
Descriptors: Elementary School Students, Grade 5, Grade 6, Instructional Effectiveness
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