A study examined the effectiveness of a highly explicit, teacher-directed instructional routine used to teach three planning strategies to 20 fourth-fifth graders with a learning disability. In comparison to peers who received process writing instruction, those taught goal setting, brainstorming, and organizing spent more time planning stories and produced better stories.
The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities
Journal of Learning Disabilities, Vol. 35, 290-305.
IDEA Disability Category:
major-other health impairment
specific learning disability
speech or language impairment
organize and plan