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.
Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays
Journal of Learning Disabilities, Vol. 29, 197-212.
IDEA Disability Category:
specific learning disability
practice and reinforcement activities
National Writing Next Standards:
editing and revising
planning and organizing
English Language Arts: