The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities

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 a learning disability. In comparison to peers who received process writing instruction, those taught goal setting, brainstorming, and organizing spent more time planning stories and produced better stories.

Author: 
Troia, G. A., & Graham, S.
Year: 
2002
Source: 
Journal of Learning Disabilities, Vol. 35, 290-305.
Type: 
Related Research
Content Area: 
writing
Grade Level: 
middle school
IDEA Disability Category: 
autism
emotional disturbance
major-other health impairment
specific learning disability
speech or language impairment
Instructional Support: 
organize and plan