Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays

Adolescents (n=18) with learning disabilities or low achievement were trained to use interactive dialogs to collaboratively plan and revise individually written opinion essays. Analysis indicated that, when compared with untrained controls, trainees improved significantly from pretest to posttest in clarity and cogency of their writing and maintained such gains.

Author: 
Wong, B. Y. L.
Year: 
1996
Source: 
Journal of Learning Disabilities, Vol. 29, 197-212.
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
planning and organizing
English Language Arts: 
Writing