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Graham, Steve; Weintraub, Naomi; Berninger, Virginia W. – Journal of Educational Research, 1998
Examined the relationship between handwriting style and handwriting speed and legibility. Analysis of three writing samples (narrative, expository, and copying) from 600 fourth to ninth graders indicated that students who used a combination of manuscript and cursive letters were the most fluent handwriters. Papers written with mixed letters…
Descriptors: Cursive Writing, Elementary School Students, Elementary Secondary Education, Handwriting
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Sexton, Melissa; Harris, Karen R.; Graham, Steve – Exceptional Children, 1998
The Self-Regulated Strategy Development model was used to assist six elementary students with learning disabilities develop a strategy for planning and writing essays, self-regulation, and positive attributions regarding effort and strategy use. Instruction had a positive effect on students' approach to writing, writing performance, and…
Descriptors: Elementary Education, Learning Disabilities, Models, Self Evaluation (Individuals)
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Graham, Steve; Cockriel, Irv – NASPA Journal, 1997
Focuses on 36 items in the ACT College Outcomes Survey to identify areas of personal and social gain where students perceived colleges to have the greatest impact. Results indicate that, for average impact, colleges exerted only a moderate influence. Students perceived the greatest effects of college to be on cognitive and intellectual growth.…
Descriptors: Cognitive Development, College Outcomes Assessment, College Students, Factor Structure
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Graham, Steve; And Others – Focus on Exceptional Children, 1992
Principles of teaching students with special needs the processes for self-regulation of their behavior are offered, for the four components of self-instruction, goal setting, self-monitoring, and self-reinforcement. Forms of self-instruction are described, with examples, and sample recording systems are provided. (DB)
Descriptors: Behavior Change, Elementary Secondary Education, Goal Orientation, Learning Strategies
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Harris, Karen R.; Graham, Steve – Remedial and Special Education (RASE), 1993
This response to Gersten and Dimino (EC 606 357) uses a case study to illustrate how a special education teacher integrated strategy instruction into a fifth-grade classroom where a whole-language approach to writing was already in place. Instruction in story grammar is presented as a seven-stage process. (DB)
Descriptors: Case Studies, Classroom Techniques, Intermediate Grades, Learning Disabilities
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Graham, Steve; Harris, Karen R. – Elementary School Journal, 1993
Teachers using the self-regulated strategy development approach instruct students in task-specific strategies along with more general strategies for regulating the students' strategy use and the learning process. Examines the components, stages, and characteristics of such an approach, along with its effectiveness in helping students with learning…
Descriptors: Educational Research, Elementary Secondary Education, High Risk Students, Learning Problems
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Graham, Steve – Childhood Education, 1994
Reviews literature comparing traditional manuscript alphabets to slanted manuscript alphabets and finds insufficient evidence to support requiring kindergarten, first-, and second-grade children to learn the slanted manuscript alphabet. Notes that since many children enter school knowing how to form their letters in the traditional style, learning…
Descriptors: Cursive Writing, Handwriting, Literature Reviews, Manuscript Writing (Handlettering)
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Graham, Steve; And Others – Journal of Educational Research, 1993
Four different vocabulary lists based on the study of children's writing were consulted to generate a basic spelling list of 850 words. The Basic Spelling Vocabulary List provides words that children most often use when writing and that are important in beginning reading instruction. (SM)
Descriptors: Basic Vocabulary, Elementary Education, Elementary School Students, Reading Skills
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Harris, Karen R.; Graham, Steve – Educational Leadership, 1996
Abolishing direct-instruction and skill-practice opportunities could have serious consequences for special-needs learners. Teachers should provide explicit and focused, even isolated instruction as needed and integrate it into the larger literacy context. This means conducting ongoing assessments of each student's abilities, skills, and progress…
Descriptors: Basic Skills, Drills (Practice), Elementary Education, Learning Problems
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Johnson, LeAnn A.; Graham, Steve – Preventing School Failure, 1990
This paper focuses on goal setting in instruction of exceptional students. Goals types and such properties as specificity, proximity and difficulty are discussed, along with additional factors including feedback, commitment, participation, and student ability. Goal setting guidelines for reading, writing, mathematics, assignment completion, and…
Descriptors: Disabilities, Educational Objectives, Educational Planning, Elementary Secondary Education
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Graham, Steve; And Others – School Psychology Review, 1993
Describes Self-Regulated Strategy Development (SRSD), cognitive strategy instructional approach in which students are taught task-specific strategies along with more general strategies for regulating strategy use and learning process. Focuses on how this approach has been used to help students with learning problems develop as writers. Explains…
Descriptors: Cognitive Restructuring, Elementary School Students, Elementary Secondary Education, Models
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Graham, Steve; Harris, Karen R. – Journal of Learning Disabilities, 1989
This commentary re-examines Linda Siegel's four basic assumptions (in EC221505) inherent in the Intelligence Quotient-achievement discrepancy commonly used to define learning disability. The commentary also discusses the uses of alternative measures of intelligence and the role of Intelligence Quotient in the identification of learning-disabled…
Descriptors: Academic Achievement, Decision Making, Educational Diagnosis, Elementary Secondary Education
Graham, Steve – Learning Disabilities Focus, 1989
The review of the Test of Written Language-2 (TOWL-2) raises concerns about alternate forms reliability, subtest reliability, content validity, and omissions. It concludes that the TOWL-2 is an expanded and greatly modified version of the original test but may not be appropriate for identifying a student's specific writing problems. (DB)
Descriptors: Diagnostic Tests, Elementary Secondary Education, Learning Disabilities, Screening Tests
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Graham, Steve; And Others – Journal of Educational Research, 1989
Results from a study of 61 learning-disabled (LD) elementary students provide evidence that the Handwriting Scale included in the Test of Written Language is a valid measure of LD students' handwriting and that LD students have handwriting difficulties. (IAH)
Descriptors: Cursive Writing, Elementary Education, Learning Disabilities, Measures (Individuals)
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Graham, Steve; And Others – Focus on Exceptional Children, 1987
Methods for teaching learning disabled students task specific and metacognitive strategies to use when writing include self-instructional strategy training, task and learner analysis, training evaluation, development of vocabulary diversity, content generation and planning, and revision training. Seven steps for teaching creative writing are…
Descriptors: Creative Writing, Elementary Secondary Education, Learning Disabilities, Learning Strategies
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