Incorporating strategy instruction within the writing process in the regular classroom: Effects on the writing of students with and without learning disabilities

Examines the effectiveness of embedding strategy instruction in the context of a process approach to writing. Finds that the strategy instructional procedures had a positive effect on the fourth- and fifth-grade students' writing, for both students with and without a learning disability. Shows that, overall, improvements in story quality were maintained and generalized by all of the students.

Author: 
Danoff, B., Graham, S. Harris, K. R.
Year: 
1993
Source: 
Journal of Reading Behavior, Vol. 25, 295-319.
Type: 
Related Research
Content Area: 
writing
IDEA Disability Category: 
specific learning disability
Instructional Support: 
organize and plan