Teaching Children with Language-Learning Disabilities to Plan and Revise Compare-Contrast Texts

Autor/inn/en	Shen, Mei; Troia, Gary A.
Titel	Teaching Children with Language-Learning Disabilities to Plan and Revise Compare-Contrast Texts
Quelle	In: Learning Disability Quarterly, 41 (2018) 1, S.44-61 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948717701260
Schlagwörter	Learning Disabilities; Children; Language Acquisition; Language Impairments; Teaching Methods; Elementary School Students; Lesson Plans; Writing Achievement; Writing Improvement; Instructional Effectiveness; Writing Strategies; Text Structure; Cues; Writing Processes; Revision (Written Composition); Intelligence Tests; Nonverbal Ability; Grade 4; Grade 5; Grade 6; Interviews; Test of Nonverbal Intelligence; Oral and Written Language Scales + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Child; Kind; Kinder; Sprachaneignung; Spracherwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Unterrichtserfolg; Schreibtechnik; Textstruktur; Stichwort; Korrektur; Intelligence test; Intelligenztest; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Interviewing; Interviewtechnik
Abstract	This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction, all three students spent more time planning and generated quality written plans. Their essays were longer, included more text structure elements, and demonstrated better overall quality. After receiving the subsequent revising instruction, further increases in writing accuracy were found, but planning time, quality of written plans, text length, and text structure elements somewhat decreased. Also, overall essay quality did not further improve following revising instruction. Positive gains were maintained for 4 weeks and generalized to writing explanatory essays. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01