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Graham, Steve – Learning Disabilities Research & Practice, 2005
Developing, conducting, and sharing the results of a good intervention study is a challenging task, requiring considerable effort and expertise. I offer my reflections on this enterprise, commenting on the need for studying complex interventions, using multiple methodologies. I also argue that such research should be theoretically grounded and,…
Descriptors: Intervention, Educational Research, Learning Disabilities, Research Design
Graham, Steve; Harris, Karen R – Journal of Special Education, 2005
This article describes the outcome and significance of studies in the area of writing conducted from 1999 to 2003 by the Center on Accelerating Student Learning (a multisite research center involving Vanderbilt University, Columbia University, and the University of Maryland). The basic purpose of the Center was to identify effective instructional…
Descriptors: Writing Difficulties, Teaching Methods, Spelling Instruction, Reading Difficulties
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Saddler, Bruce; Graham, Steve – Journal of Educational Psychology, 2005
Mastering sentence-construction skills is essential to learning to write. Limited sentence-construction skills may hinder a writer's ability to translate ideas into text. It may also inhibit or interfere with other composing processes, as developing writers must devote considerable cognitive effort to sentence construction. The authors examined…
Descriptors: Grammar, Sentence Structure, Writing Instruction, Writing (Composition)
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Saddler, Bruce; Moran, Susan; Graham, Steve; Harris, Karen R. – Exceptionality, 2004
In this study, we examined whether early, supplemental strategy instruction in planning helped ameliorate writing difficulties. Second-grade students experiencing difficulty learning to write were taught a strategy for planning and writing stories. Learning to use the strategy had a positive effect on writing, as students' stories became more…
Descriptors: Writing Difficulties, Personal Narratives, Writing Instruction, Writing Strategies
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Baker, Scott; Gersten, Russell; Graham, Steve – Journal of Learning Disabilities, 2003
This article presents research-based examples of effective instructional approaches for improving the quality of stories and essays written by students with learning disabilities. A common goal of the studies examined was to teach students how to organize writing tasks, generate ideas about the writing topics, and produce final written products…
Descriptors: Creative Writing, Educational Research, Elementary Secondary Education, Instructional Effectiveness
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Graham, Steve; Harris, Karen R.; Fink-Chorzempa, Barbara; MacArthur, Charles – Journal of Educational Psychology, 2003
Surveys primary grade teachers about their instructional adaptations for weaker writers. Although many teachers were sensitive to struggling writers' individual needs, there was a sizable percentage of teachers (42%) who made few or no adaptations. The most common adaptations made by teachers addressed students' difficulties with the mechanics of…
Descriptors: Primary Education, Teacher Response, Teacher Surveys, Teaching Methods
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Graham, Steve; Harris, Karen R.; Fink-Chorzempa, Barbara – TEACHING Exceptional Children, 2003
The intervention described in this article focuses on providing extra spelling instruction to young children who experience difficulty with literacy learning. The CASL Spelling Program is designed to teach children basic sound/letter combinations, spelling patterns involving long and short vowels, and common spelling words that fit these patterns.…
Descriptors: Early Intervention, Elementary Education, Language Patterns, Learning Disabilities
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Grigal, Meg; Neubert, Debra A.; Moon, M. Sherril; Graham, Steve – Exceptional Children, 2003
Parents (n=234) and general and special education teachers (n=248) of high school students with disabilities were surveyed about their views on self-determination. Most parents believed the students should be taught skills and competencies underlying self-determination. However, more than one-third of the teachers indicated they were not familiar…
Descriptors: Disabilities, Individualized Education Programs, Knowledge Base for Teaching, Parent Attitudes
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Harris, Karen R.; Graham, Steve; Mason, Linda H. – Focus on Exceptional Children, 2003
This article discusses the Self-Regulated Strategy Development (SRSD) approach to teach writing skills to students with learning disabilities. It examines how SRSD is implemented in the classroom, how teachers can plan for and evaluate SRSD, the research evidence supporting SRSD, and the method's six stages. An example in a second grade classroom…
Descriptors: Classroom Techniques, Elementary Education, Grade 2, Learning Disabilities
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Berninger, Virginia W.; Abbott, Robert D.; Abbott, Sylvia P.; Graham, Steve; Richards, Todd – Journal of Learning Disabilities, 2002
Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways. (Contains references.) (CR)
Descriptors: Adults, Children, Decoding (Reading), Etiology
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Harris, Karen R.; Graham, Steve; Mason, Linda – TEACHING Exceptional Children, 2002
The benefits of a self-regulated strategy development approach for teaching elementary school students with learning disabilities how to write opinion essays are discussed, and the steps of the POW plus TREE strategy of instruction are outlined: develop background knowledge, discuss, model, memorize, support it, and perform independently.…
Descriptors: Elementary Education, Expository Writing, Learning Disabilities, Self Management
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Mason, Linda H.; Harris, Karen R.; Graham, Steve – Education and Treatment of Children, 2002
A theoretically and empirically based intervention, Self-Regulated Strategy Development (SRSD), for students who struggle with academic tasks is described. The instructional implications and evaluation of performance for one student with learning and behavioral difficulties highlights the usefulness of this instructional approach. Six individual…
Descriptors: Behavior Disorders, Case Studies, Elementary Education, Learning Disabilities
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Harris, Karen R.; Mason, Linda H.; Graham, Steve; Saddler, Bruce – Theory into Practice, 2002
Reviews work in the field of writing instruction, focusing on self-regulated strategy development (SRSD), which emphasizes the development of composition and self-regulation strategies in tandem. The six stages of SRSD are: develop and activate background knowledge, discuss the strategy, model the strategy, memorize the strategy, support the…
Descriptors: Elementary Secondary Education, Learning Strategies, Writing Instruction, Writing Skills
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Berninger, Virginia W.; Vaughan, Katherine; Abbott, Robert D.; Begay, Kristin; Coleman, Kristina Byrd; Curtain, Gerald; Hawkins, Jill Minich; Graham, Steve – Journal of Educational Psychology, 2002
Third graders with low compositional fluency were randomly assigned to four time-equated treatments in an instructional experiment: spelling, composing, combined spelling plus composing, and treated control. All treatments increased compositional fluency. Results are related to the simple view of writing that integrates diverse theoretical…
Descriptors: Aptitude Treatment Interaction, Childrens Writing, Elementary Education, Grade 3
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Troia, Gary A.; Graham, Steve – Journal of Learning Disabilities, 2002
A study examined the effectiveness of a highly explicit, teacher-directed instructional routine used to teach three planning strategies to 20 fourth-fifth graders with learning disabilities. In comparison to peers who received process writing instruction, those taught goal setting, brainstorming, and organizing spent more time planning stories and…
Descriptors: Brainstorming, Elementary Education, Instructional Effectiveness, Learning Disabilities
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