Evaluation of a Writing Instruction Model that Integrated a Process Approach, Strategy Instruction, and Word Processing

1995 ◽  
Vol 18 (4) ◽  
pp. 278-291 ◽  
Author(s):  
Charles A. MacArthur ◽  
Steve Graham ◽  
Shirley S. Schwartz ◽  
William D. Schafer
Keyword(s):  
Learning Disabilities ◽  
Writing Instruction ◽  
Word Processing ◽  
Strategy Instruction ◽  
Process Approach ◽  
Writing Strategies ◽  
Students With Learning Disabilities ◽  
Classroom Structure ◽  
School Year

This study evaluated the effectiveness of a model of writing instruction that integrated word processing, strategy instruction, and a process approach. Teachers established a social context for writing in which students worked on meaningful tasks, shared their writing with peers, and published their work for real audiences. The classroom structure supported extended cycles of planning, drafting, and revising. Teachers supported the development of writing strategies through conferencing and explicit instruction in strategies for planning and revising. Word processing supported fluent production of text, revising, and publishing. The experimental model was implemented for a full school year in 12 classes with 113 students with learning disabilities. Students in the experimental classes made greater gains in the quality of their narrative and informative writing than 94 students with learning disabilities in 10 control classes.

Writing and Writing Instruction for Students with Learning Disabilities: Review of a Research Program

1991 ◽  
Vol 14 (2) ◽  
pp. 89-114 ◽  
Author(s):  
Steve Graham ◽  
Karen R. Harris ◽  
Charles A. MacArthur ◽  
Shirley Schwartz
Keyword(s):  
Learning Disabilities ◽  
Writing Instruction ◽  
Research Program ◽  
Students With Learning Disabilities

Knowledge Acquisition and Technology-Supported Projects in the Social Studies for Students with Learning Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 91-103 ◽  
Author(s):  
Cynthia M. Okolo ◽  
Ralph P. Ferretti
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Word Processing ◽  
Poor Performance ◽  
Revolutionary War ◽  
Background Information ◽  
Students With Learning Disabilities ◽  
The Social ◽  
Based Instruction

All citizens are expected to participate in the processes of democratic decision making in the postschool years, and the goals of social studies education have long included the preparation of an informed citizenry. However, surveys show that social studies instruction is often not provided for students with disabilities, and those that receive instruction do poorly compared to their nondisabled peers. Students' poor performance is exacerbated by the reliance on “inconsiderate” textbooks that are often poorly organized, lacking in content, and devoid of important background information. Project-based instruction is an alternative to the exclusive reliance on textbook-based instruction in the social studies. Students investigate a problem or question and develop artifacts based on these investigations. In this study, students with learning disabilities, working under two different conditions, developed projects about factors that precipitated the American Revolutionary War. Students in both conditions worked cooperatively to learn about some aspect of the Revolutionary War, and they then contributed to the construction and presentation of a group report about the topic. However, students in one group had access to word processing tools, and the other had access to word processing and multimedia presentation tools in developing their projects. Analyses of students' knowledge revealed a substantial improvement in both conditions after the completion of the projects.

Students with Learning Disabilities at Primary, Intermediate, and Secondary Grade Levels: Identification and Characteristics

1992 ◽  
Vol 15 (1) ◽  
pp. 13-19 ◽  
Author(s):  
James McLeskey
Keyword(s):  
Learning Disabilities ◽  
Large Scale ◽  
First Grade ◽  
Students With Learning Disabilities ◽  
Primary Level ◽  
School Year ◽  
Grade Levels ◽  
Descriptive Information ◽  
Grade 5 ◽  
End Of Grade

This study provided descriptive information about 790 students with learning disabilities at primary (K-2), intermediate (3–5), and secondary (6–12) grade levels who were identified during the 1987–88 school year in Indiana. The results revealed that identification of students with learning disabilities peaked in the first grade, and that 76% of these students were identified by the end of grade 5. Furthermore, students with more severe discrepancies tended to be identified at the primary level; discrepancies became less severe in higher grade levels. Additional findings were reviewed, and the results of the investigation were compared to previous large-scale studies of students with learning disabilities.

Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students With Learning Disabilities

2017 ◽  
Vol 38 (3) ◽  
pp. 181-192 ◽  
Author(s):  
Emily Sharp ◽  
Minyi Shih Dennis
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Strategy Instruction ◽  
Future Research ◽  
Cognitive Strategy Instruction ◽  
Students With Learning Disabilities ◽  
Intervention Package ◽  
Word Problem Solving ◽  
Drawing Strategy

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem–solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction in drawing bar diagrams to represent problem components. Results suggest the intervention package was effective for improving the fraction word problem solving of students with learning disabilities and that effects were maintained 2 and 4 weeks after intervention. Implications of these findings and indications for future research are discussed.

Word Processing with Speech Synthesis and Word Prediction: Effects on the Dialogue Journal Writing of Students with Learning Disabilities

1998 ◽  
Vol 21 (2) ◽  
pp. 151-166 ◽  
Author(s):  
Charles A. MacArthur
Keyword(s):  
Learning Disabilities ◽  
Word Processing ◽  
Speech Synthesis ◽  
Word Processor ◽  
Students With Learning Disabilities ◽  
Word Prediction ◽  
Dialogue Journals ◽  
Dialogue Journal ◽  
Writing Problems ◽  
Journal Entries

Five students, ages 9 and 10, with learning disabilities and severe writing problems wrote in dialogue journals to their teacher. They used a standard word processor during baseline phases and a word processor with speech synthesis and word prediction features during treatment phases. The special features had a strong effect on the legibility and spelling of written dialogue journal entries for four of the five students. During baseline, the writing of these four students ranged from 55% to 85% legible words and 42% to 75% correctly spelled words. All four increased their percentage of both legible and correctly spelled words into the 90–100% range.

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