Peers + word processing + strategies = A powerful combination for revising student writing

This article describes a highly structured approach for improving the revising skills of students with learning disabilities that combines peer response, strategy instruction, and word processing. The strategy guides students in both the social and cognitive aspects of response and revision. Two studies demonstrating the effectiveness of the approach are reported.

Author: 
MacArthur, C. A.
Year: 
1994
Source: 
TEACHING Exceptional Children, Vol 27, 24-29.
Type: 
Related Research
Content Area: 
writing
IDEA Disability Category: 
specific learning disability
Instructional Support: 
practice and reinforcement activities
National Writing Next Standards: 
editing and revising
English Language Arts: 
Writing