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.
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
English Language Arts:
Writing
