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Except Child. 1992 Feb;58(4):322-34.

Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting.

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University of Maryland.


This study was conducted to determine if a planning and writing strategy would improve the essay writing of students with learning disabilities. Four participants were taught a strategy designed to facilitate the setting of product and process goals, generation and organization of notes, continued planning during writing, and evaluation of goal attainment. Training effects were investigated using a multiple probe design across subjects. Strategy instruction had a positive effect on students' essay writing performance and knowledge of the writing process, and effects were maintained over time.

[Indexed for MEDLINE]

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