This article describes the Cognitive Strategy in Writing program (originally intended for elementary-age students), and adaptation and application of the social constructivist approach with seven junior high and high school students with learning disabilities. Pretest-posttest assessment indicated dramatic improvements in overall quality and specific writing skills. Several students adapted the strategies in other classes.
Year:
1996
Source:
Learning Disabilities Research and Practice, Vol. 11, 107-119.
Type:
Related Research
Content Area:
writing
Grade Level:
intermediate elementary
middle school
IDEA Disability Category:
specific learning disability
Instructional Support:
organize and plan