Twenty students with a learning disability (grades 5 and 6) who received procedural facilitation for narrative writing composition, including story grammar cue cards and a metacognitive check-off procedure, produced better quality stories than a control group of 10 students. Including verbal reminders to develop characters did not affect story quality.
The effects of procedural facilitation on the story composition of learning-disabled students
Learning Disabilities Research, Vol. 5, 88-93.
IDEA Disability Category:
specific learning disability
organize and plan