Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy

The viability of self-instructional strategy training was investigated in a study involving 22 learning disabled and 11 normal fifth and sixth graders studying writing. Training produced meaningful and lasting effects on composition skills and heightened the sense of self-efficacy of subjects.

Author: 
Graham, S. & Harris, K. R.
Year: 
1989
Source: 
Journal of Educational Psychology, Vol 81, 353-361.
Type: 
Related Research
Content Area: 
writing
Grade Level: 
intermediate elementary
middle school
IDEA Disability Category: 
specific learning disability
speech or language impairment
Instructional Support: 
organize and plan