The effects of procedural facilitation on the story composition of learning-disabled students

Twenty students with a learning disability (grades 5 and 6) who received procedural facilitation for narrative writing composition, including story grammar cue cards and a metacognitive check-off procedure, produced better quality stories than a control group of 10 students. Including verbal reminders to develop characters did not affect story quality.

Author: 
Graves, A., Montague, M., & Wong, Y.
Year: 
1990
Source: 
Learning Disabilities Research, Vol. 5, 88-93.
Type: 
Related Research
Content Area: 
writing
Grade Level: 
intermediate elementary
middle school
IDEA Disability Category: 
specific learning disability
Instructional Support: 
organize and plan