Teaching problem learners revision skills and sensitivity to audience through two instructional modes: Student-teacher versus student-student interactive dialogues

Interactive dialogues between teacher and student or between student and student were used to teach writing revision skills to 18 adolescents with learning disabilities or English as a Second language. Both intervention conditions were equally effective in promoting clarity and thematic salience in trainees' reportive essays.

Author: 
Wong, B. Y. L.
Year: 
1994
Source: 
Learning Disabilities Research and Practice, Vol. 9, 78-90.
Type: 
Related Research
Content Area: 
writing
Grade Level: 
middle school
secondary
IDEA Disability Category: 
specific learning disability
Instructional Support: 
practice and reinforcement activities
National Writing Next Standards: 
editing and revising
English Language Arts: 
Writing