NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1164946
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1949-1212
Improving the Length and Quality of Texts Written by Fourth Graders with Learning Disabilities through a Peer-Tutoring Graphic Organizing Strategy
Grünke, Matthias; Wilbert, Jürgen; Tsiriotakis, Ioanna K.; Agirregoikoa, Ainhize Lopez
Insights into Learning Disabilities, v14 n2 p167-188 2017
A large number of students struggle with composition writing. This is alarming since problems in this area reduce the chances of succeeding in school and life in general. Children and youth with learning disabilities (LD) are especially at risk of not acquiring the skills necessary to produce texts of an acceptable length and quality. Specifically, they have difficulty planning for writing. Of the broad arsenal of instructional strategies available, graphic organizers seem to be a particularly promising tool for helping students with LD prepare to compose texts of an acceptable quality. The present study evaluated the effectiveness of a procedure whereby the use of a graphic organizer (a story map) is taught to three fourth graders with LD by three non-labeled classmates to increase the length and the quality of their text products. After only four to seven lessons, the struggling students showed stark increases in their performance. All measures of the benefits of the intervention (visual analysis, effect size measures, randomization test, and piecewise regressions) indicated that the treatment met its aim. Implications and recommendations for practice are provided.
Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A