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Increasing Story-Writing Ability through Self-Regulated Strategy Development: Effects on Young Writers with Learning Disabilities

Bruce Saddler
Learning Disability Quarterly
Vol. 29, No. 4 (Fall, 2006), pp. 291-305
Published by: Sage Publications, Inc.
DOI: 10.2307/30035555
Stable URL: http://www.jstor.org/stable/30035555
Page Count: 15
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Increasing Story-Writing Ability through Self-Regulated Strategy Development: Effects on Young Writers with Learning Disabilities
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Abstract

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.

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