Executive control in the revising of students with learning and writing difficulties

The role of executive control in the revising difficulties of 12 fifth and sixth graders with writing and learning problems was studied. Procedural support made revising easier for participating students, but their difficulties were not due solely to difficulties with executive control. Implications for instruction are discussed.

Author: 
Graham, S.
Year: 
1997
Source: 
Journal of Educational Psychology, Vol. 89, 223-234.
Type: 
Related Research
Content Area: 
writing
IDEA Disability Category: 
specific learning disability
Instructional Support: 
practice and reinforcement activities