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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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Graham, Steve; Harris, Karen R.; Chorzempa, Barbara Fink – Journal of Educational Psychology, 2002
Examines the contribution of supplemental spelling instruction to spelling, writing, and reading among second-grade children experiencing difficulties learning. Students in the spelling condition made greater improvements on norm-referenced spelling measures, a writing-fluency test, and a reading word-attack measure following instruction.…
Descriptors: Instructional Effectiveness, Primary Education, Reading Improvement, Spelling
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De La Paz, Susan; Graham, Steve – Journal of Educational Psychology, 2002
In the present study, middle school students were directly taught strategies that facilitated the execution of writing processes, skills, and knowledge involved in planning, drafting, and revising text. Students in the experimental treatment condition produced essays that were longer, contained more mature vocabulary, and were qualitatively…
Descriptors: Instructional Effectiveness, Middle School Students, Middle Schools, Revision (Written Composition)
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Graham, Steve; Harris, Karen R.; Fink, Barbara; MacArthur, Charles A. – Scientific Studies of Reading, 2001
Investigates validity and reliability of a teacher efficacy instrument designed specifically for the area of writing. Notes a factor analysis yielded two dimensions, and that both factors were reliable and only slightly correlated with each other. Finds reported classroom practices of high- and low-efficacy teachers differed, and that variation in…
Descriptors: Construct Validity, Evaluation Methods, Primary Education, Reliability
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Graham, Steve; Harris, Karen R.; Larsen, Lynn – Learning Disabilities: Research & Practice, 2001
This article presents six principles designed to prevent writing difficulties as well as to build writing skills: providing effective writing instruction, tailoring instruction to meet the individual needs, intervening early, expecting that each child will learn to write, identifying and addressing roadblocks to writing, and employing…
Descriptors: Computer Assisted Instruction, Early Intervention, Educational Technology, Elementary Secondary Education
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Graham, Steve; Weintraub, Naomi; Berninger, Virginia – Journal of Educational Psychology, 2001
Examined manuscript letter writing skills of students in Grades 1-3. Three letter characteristics, grade, and alphabet fluency each made a significant contribution to the prediction of letter legibility after effects of other predictors were controlled. Letter legibility in turn made a significant contribution to the prediction of text legibility…
Descriptors: Beginning Writing, Childrens Writing, Handwriting, Letters (Alphabet)
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Lovingfoss, Diana; Molloy, Dawn Eddy; Harris, Karen R.; Graham, Steve – Journal of Special Education, 2001
The revision of the University of Maryland Special Education Department 5-year undergraduate teacher preparation program is described. A recent program graduate's reflections on her first year of teaching illuminate key issues addressed in revising the program to focus on multicategorical special education teacher preparation across a more refined…
Descriptors: Beginning Teachers, Course Content, Disabilities, Higher Education
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