Teaching Students with Learning Disabilities to Mindfully Plan When Writing

Exceptional Children

Volumn 65, Issue 2, 1999, Pages 235-252

  Troia, Gary A ^a   Graham, Steve ^b   Harris, Karen R ^a  

^a UNIVERSITY OF MARYLAND   (United States)

^b Department of Special Education ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001548023     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/001440299906500208     Document Type: Article

References (28)

1. Alexander, P., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospect. Educational Psychology Review, 10, 129-154.
2. De La Paz, S., & Graham, S. (1997a). Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems. Journal of Educational Psychology, 89, 203-222.
3. De La Paz, S., & Graham, S. (1997b). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63, 167-181.
4. Ellis, E. S. (1986). The tole of motivation and pedagogy on the generalization of cognitive training by the mildly handicapped. Journal of Learning Disabilities, 19, 66-70.
5. Flower, L., & Hayes, J. (1980). The dynamics of composing: Making plans and juggling constraints. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing: An interdisciplinary approach (pp. 31-50). Hillsdale, NJ: Lawrence Erlbaum.*
6. Gould, J. D. (1980). Experiments on composing letters: Some facts, some myths, and some observations. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing: An interdisciplinary approach (pp. 97-127). Hillsdale, NJ: Lawrence Erlbaum.*
7. Graham, S., & Harris, K. R. (1989). A components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 81, 353-361.
8. Graham, S., & Harris, K. R. (1996). Self-regulation and strategy instruction for children who find writing and learning challenging. In M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 347-360). Mahwah, NJ: Erlbaum.*
9. Graham, S., & Harris, K. R. (1997). Self-regulation and writing: Where do we go from here? Contemporary Educational Psychology, 22, 102-114.
10. Graham, S., Harris, K. R., & Troia, G. A. (1998). Writing and self-regulation: Cases from the self-regulated strategy development model. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practices (pp. 20-41). New York: Guilford Press.*
11. Graham, S., MacArthur, C., & Schwartz, S. (1995). The effects of goal setting and procedural facilitation on the revising behavior and writing performance of students with writing and learning problems. Journal of Educational Psychology, 87, 230-240.
12. Graham, S., MacArthur, C., Schwartz, S., & Page, V. (1992). Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting. Exceptional Children, 58, 322-334.
13. Graves, A., Montague, M., & Wong, Y. (1990). The effects of procedural facilitation on story composition of learning disabled students. Learning Disabilities Research and Practice, 5, 88-93.
14. Harris, K. R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline.*
15. Harris, K. R., Graham, S., Reid, R., McElroy, K., & Hamby, R. (1994). Self-monitoring of attention versus self-monitoring of performance. Learning Disability Quarterly, 17, 121-139.
16. MacArthur, C., & Graham, S. (1987). Learning disabled students' composing with three methods: Handwriting, dictation, and word processing. Journal of Special Education, 21, 22-42.
17. McCutchen, D. (1988). "Functional automaticity" in children's writing. Written Communication, 5, 306-324.
18. Montague, M., Graves, A., & Leavell, A. (1991). Planning, procedural facilitation, and narrative composition of junior high students with learning disabilities. Learning Disabilities Research and Practice, 6, 219-224.
19. Salomon, G., & Globerson, T. (1987). Skill may not be enough: The role of mindfulness in learning and transfer. International Journal of Educational Research, 11, 623-637.
20. Salomon, G., & Perkins, D. N. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24, 113-142.
21. Sawyer, R., Graham, S., & Harris, K. R. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on learning disabled students' composition skills and self-efficacy. Journal of Educational Psychology, 84, 340-352.
22. Scardamalia, M., Bereiter, C., & Goelman, H. (1982). The role of production factors in writing ability. In M. Nystrand (Ed.), What writers know: The language, process, and structure of written discourse (pp. 173-210). New York: Academic Press.*
23. Sexton, M., Harris, K. R., & Graham, S. (1998). The effects of self-regulated strategy development on essay writing and attributions of students with LD in a process writing setting. Exceptional Children, 64, 295-311.
24. Shatner, W., & Kreski, C. (1994). Star Trek: Movie memories. New York: Harper Collins.*
25. Thomas, C., Englert, C., & Gregg, S. (1987). An analysis of errors and strategies in the expository writing of learning disabled students. Remedial and Special Education, 8, 21-30.
26. Vallecrosa, A., & Garris, E. (1990). Story composition skills of middle-grade students with learning disabilities. Exceptional Children, 57, 48-55.
27. Wong, B. (1994). Instructional parameters promoting transfer of learned strategies in students with learning disabilities. Learning Disability Quarterly, 17, 110-120.
28. Wong, B. (1997). Research on genre-specific strategies in enhancing writing in adolescents with learning disabilities. Learning Disability Quarterly, 20, 140-159.