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Increasing Story-Writing Ability through Self-Regulated Strategy Development: Effects on Young Writers with Learning Disabilities
Learning Disability Quarterly
Vol. 29, No. 4 (Fall, 2006), pp. 291-305
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/30035555
Page Count: 15
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In this replication study, supplemental writing instruction in strategic planning was used to improve the story writing ability of young writers with learning disabilities (LD) and poor writing skills. Six 2nd-grade students with learning disabilities who experienced difficulty with story writing were taught a strategy for planning and writing stories using the Self-Regulated Strategy Development approach. The effects of the strategy were assessed through a multiple-baseline-across-subjects design. After learning the strategy the stories written by the students at post-instruction and maintenance became more complete, longer, and qualitatively better. In addition, planning time at post-instruction and maintenance increased. Limitations of the study and implications for practice are discussed.
Learning Disability Quarterly © 2006 Hammill Institute on Disabilities