Examines the effectiveness of embedding strategy instruction in the context of a process approach to writing. Finds that the strategy instructional procedures had a positive effect on the fourth- and fifth-grade students' writing, for both students with and without a learning disability. Shows that, overall, improvements in story quality were maintained and generalized by all of the students.
Incorporating strategy instruction within the writing process in the regular classroom: Effects on the writing of students with and without learning disabilities
Journal of Reading Behavior, Vol. 25, 295-319.
IDEA Disability Category:
specific learning disability
organize and plan