Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties

被引:68
作者
DeLaPaz, S [1 ]
Graham, S [1 ]
机构
[1] UNIV MARYLAND, DEPT SPECIAL EDUC, COLLEGE PK, MD 20742 USA
关键词
D O I
10.1177/001440299706300202
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
Students with learning difficulties typically approach writing by retrieving from memory whatever seems appropriate and writing it down. This retrieve-and-write process minimizes the role of reflection and planning in the composing process. In the current study we taught three students with learning difficulties a strategy designed to help them become more reflective when writing opinion essays. Following instruction in the strategy, students wrote essays that were longer, provided more support for their premise, and were qualitatively better. Two of the students also changed their approach to writing, developing an initial plan prior to writing that they continued to elaborate and refine as they wrote. Changes in both writing performance and behavior were maintained over time.
引用
收藏
页码:167 / 181
页数:15
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