Instruction in a Strategy for Compare-Contrast Writing

Autor/inn/en	MacArthur, Charles A.; Philippakos, Zoi
Titel	Instruction in a Strategy for Compare-Contrast Writing
Quelle	In: Exceptional Children, 76 (2010) 4, S.438-456 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Text Structure; Self Efficacy; Learning Disabilities; Writing Processes; Writing Instruction; Learning Strategies; Essays; Writing Assignments; Self Control; Knowledge Level; Writing Skills; Student Motivation; Adolescents; Comparative Analysis; Achievement Gains; Cognitive Processes; Problem Solving; Prompting; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Textstruktur; Self-efficacy; Selbstwirksamkeit; Learning handicap; Lernbehinderung; Schreibunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Essay; Aufsatzunterricht; Selbstbeherrschung; Wissensbasis; Writing skill; Schreibfertigkeit; Schulische Motivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Achievement gain; Leistungssteigerung; Cognitive process; Kognitiver Prozess; Problemlösen; Benutzerführung
Abstract	Students learned a strategy for planning, writing, and evaluating compare-contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students, 3 with learning disabilities in writing and 3 average writers, were taught in pairs in a multiple baseline design. All students made substantial gains in text structure elements (percentage of non-overlapping data [PND] = 100%) and in overall writing quality (PARD = 85%). Gains in mean quality scores for individual students ranged from 1.2 to 3.2 on a 6-point scale. Gains in text structure elements were maintained for the 4 students who could be assessed; gains in quality were maintained for 2 students. Self-efficacy increased for all students. (Contains 2 tables and 3 figures.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10