Aptitude-treatment interactions revisited: Effect of metacognitive intervention on subtypes of written expression in elementary school students

Developmental Neuropsychology

Volumn 29, Issue 1, 2006, Pages 217-241

  Hooper, Stephen R ^a   Wakely, Melissa B ^b   De Kruif, Renee E L ^c   Swartz, Carl W ^d  

^a UNIVERSITY OF NORTH CAROLINA SCHOOL OF MEDICINE   (United States)

^b Minds Institute   (United States)

^c UNIVERSITY OF AMSTERDAM   (Netherlands)

^d Metametrics Corporation   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; APTITUDE; ARTICLE; AWARENESS; CLUSTER ANALYSIS; COGNITION; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LINGUISTICS; MAJOR CLINICAL STUDY; MALE; MODEL; PRIMARY SCHOOL; PRIORITY JOURNAL; PROBLEM SOLVING; SCHOOL CHILD; SKILL; TASK PERFORMANCE; WRITING;

APTITUDE; ATTENTION; CHILD; CLUSTER ANALYSIS; EDUCATIONAL STATUS; FEMALE; HUMANS; LANGUAGE; MALE; MEMORY, SHORT-TERM; PROBLEM SOLVING; REMEDIAL TEACHING; REPRODUCIBILITY OF RESULTS; STUDENTS; TREATMENT OUTCOME; VERBAL BEHAVIOR; WRITING;

EID: 31944440388     PISSN: 87565641     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15326942dn2901_11     Document Type: Article

References (68)

1. Aldenderfer, M. S., & Blashfield, R. K. (1989). Cluster analysis. Newbury Park, CA: Sage.
2. Berninger, V. W., & Abbott, S. P. (2003). Process assessment of the learner: Research-based reading and writing lessons. San Antonio, TX: The Psychological Corporation.
3. Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities, 35, 39-56.
4. Berninger, V. W., & Amtmann, E. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of research on learning disabilities (pp. 345-363). New York: Guilford.
5. Bos, C. S., & Vaughn, S. (1998). Strategies for teaching students with learning and behavior problems (4th ed.). Needham Heights, MA: Allyn & Bacon.
6. Bradley-Johnson, S., & Lesiak, J. L. (1989). Problems in written expression: Assessment and remediation. New York: Guilford.
7. Bromley, K. (1999). Key components of sound writing instruction. In L. B. Gambrell, L. M. Morrow, S. B. Neuman, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 152-174). New York: Guilford.
8. Dunn, L., & Dunn, L. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.
9. Edwards, L. (2003). Writing instruction in kindergarten: Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, 36, 136-148.
10. Englert, C. S. (1990). Unraveling the mysteries of writing through strategy instruction. In T. E. Scruggs & B. Y. L Wong (Eds.), Intervention research in learning disabilities (pp. 186-223). New York: Springer-Verlag.
11. Englert, C. S. (1992). Writing instruction from a socioculturel perspective: The holistic, dialogic, and social enterprise. Journal of Learning Disabilities, 25, 153-172.
12. Eslinger, P. J. (1996). Conceptualizing, describing, and measuring components of executive function: A summary. In G. R. Lyon & N. A. Krasnegar (Eds.), Attention, memory, and executive function (pp. 367-395). Baltimore, MD: Brookes.
13. Everitt, B. S. (1993). Cluster analysis. New York: Wiley.
14. Fletcher, J. M., Francis, D. J., & Morris, R. (1988). Methodological issues in neuropsychology: Classification, measurement, and non-equivalent group comparisons. In F. Boiler & J. Graftnan (Eds.), Handbook of neuropsychology (Vol. 1, pp. 83-110). Amsterdam: Elsevier Science.
15. Gentile, C. (1992). Exploring new methods for collecting students 'school-based writing: NAEPs 1990 portfolio study. Washington, DC: National Center for Educational Statistics.
16. German, D. J. (1991). Test of Word-Finding in Discourse. Austin, TX: PRO-ED.
17. Gersten, R., & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. The Elementary School Journal, 101, 251-272.
18. Gleason, M. M., & Isaacson, S. (2001). Using the new basais to teach the writing process: Modifications for students with learning problems. Reading & Writing Quarterly, 17, 75-92.
19. Graham, S. (1997). Executive control in the revising of students with learning and writing difficulties. Journal of Educational Psychology, 89, 223-234.
20. Graham, S., & Harris, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35, 3-12.
21. Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323-344). New York: Guilford.
22. Graham, S., Harris, K. R., MacArthur, C. A., & Schwartz, K. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14, 89-114.
23. Grant, S., & Berg, E. A. (1993). Wisconsin Card Sorting Test. Odessa, FL: Psychological Assessment Resources.
24. Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
25. Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
26. Harris, K. R., & Graham, S. (1992). Helping young writers master the craft: Strategy instruction and self-regulation in the writing process. Cambridge, MA: Brookline,
27. Harris, K. R., & Graham, S. (1997). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline.
28. Hooper, S. R. (2002). The language of written language: An introduction to the special issue. Journal of Learning Disabilities, 35, 2-6.
29. Hooper, S. R., Swartz, C. W., Wakely, M. B., de Kruif, R. E. L., & Montgomery, J. W. (2002). Executive functions in elementary school children with and without problems in written expression. Journal of Learning Disabilities, 35, 37-68.
30. Hooper, S. R., & Willis, W G. (1989). Learning disability subtyping. New York: Springer-Verlag.
31. Isaacson, S. (1995). Written language. In P. J. Schloss, M. A. Smith, & C. N. Schloss (Eds.), Instructional methods for adolescents with learning and behavioral problems (2nd ed., pp. 200-234). Boston: Allyn & Bacon.
32. Kagan, J. (1964). The Matching Familiar Figures Test. Cambridge, MA: Harvard University Press.
33. Kellogg, R.T. (1999). Components of working memory in text production. In M. Torrance & G. Jeffery (Eds.), The cognitive demands of writing (pp. 143-161). Amsterdam: Amsterdam University Press.
34. Kulberg, J. M. (1993). What school psychologists need to know about writing disabilities. School Psychology Review, 22, 685-686.
35. Lesiak, J. (1992). The remediation of written expression problems: "Best" practices for teaching composition skills. Reading and Writing Quarterly: Overcoming Learning Difficulties, 8, 5-24.
36. Lyon, G. R. (1983). Learning disabled readers: Identification of subgroups. In H. R. Hyklebust (Ed.), Progress in learning disabilities (Vol. 5, pp. 103-133). New York: Grune & Stratton.
37. Lyon, G. R. (1985). Educational validation of learning disability subtypes. In B. P. Rourke (Ed.), Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 228-256). New York: Guilford.
38. Lyon, G. R. (1994). Frames of reference for the assessment of learning disabilities: New views on measurement issues. Baltimore: Brookes.
39. MacArthur, C., Schwartz, S., & Graham, S. (1991). Effects of reciprocal peer revision strategy in special education classrooms. Learning Disability Research & Practice, 6, 201-210.
40. McCutchen, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8, 299-325.
41. Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582-590.
42. Mercer, C. D., & Mercer, A. R. (2001). Teaching students with learning problems (6th ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.
43. Milligan, G., & Cooper, M. (1987). Methodology review: Clustering methods. Applied Psychological Measurement, 11, 329-354.
44. Moats, L. C., & Footman, B. R. (1997). Introduction to the special issue of SSR: Components of effective instruction. Scientific Studies of Reading, 1, 187-189.
45. Morris, R., Blashfield, R., & Satz, P. (1981). Neuropsychology and cluster analysis: Potentials and problems. Journal of Clinical Neuropsychology, 3, 79-99.
46. Morris, R. D., Stuebing, K. K., Fletcher, J. M., Shaywitz, S. E., Lyon, G. R., Shankweiler, D. P., et al. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90, 347-373.
47. National Center for Educational Statistics. (2003). National Assessment of Educational Progress (NAEP), 1998 and 2002 Writing Assessments. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.
48. Roid, G. H. (1994). Patterns of writing skills derived from cluster analysis of direct writing assessments. Applied Measurement in Education, 7, 159-170.
49. Sandler, A. D., Watson, T. E., Footo, M., Levine, M. D., Coleman, W. L., & Hooper, S. R. (1992). Neurodevelopmental study of writing disorders in middle childhood. Developmental and Behavioral Pediatrics, 13, 17-23.
50. Scanlon, D. M., & Vellutino, F. R. (1997). A comparison of the instructional backgrounds and cognitive profiles of poor, average, and good readers who were initially identified as at-risk for reading failure. Scientific Studies of Reading, 1, 191-215.
51. Schumaker, J. B., & Sheldon, J. (1985). The sentence writing strategy. Lawrence: University of Kansas, Center for Research on Learning.
52. Semel, E. M., Wiig, E. H., & Secord, W. A. (1995). Clinical evaluation of language fundamentals-Third edition. San Antonio, TX: The Psychological Corporation.
53. Shavelson, R. J., & Webb, N. W. (1991). Generalizability theory : A primer. Newbury Park, CA: Sage.
54. Snow, C. E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
55. Swanson, H. L., & Berninger, V. W. (1996). Individual differences in children's working memory and writing skills. Journal of Experimental Child Psychology, 63, 358-385.
56. Swartz, C. W, Hooper, S. R., Montgomery, J. W, Wakely, M. B., deKruif, R. E. L., Reed, M., et al. (1999). Using generalizability theory to estimate the reliability of writing scores derived from holistic and analytical scoring methods. Educational and Psychological Measurement, 59,492-506.
57. Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 7,217-234.
58. Torgesen, J. K., Wagner, R. K., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593.
59. Trenberry, M. R., Crosson, B., DeBoe, J., & Leber, W R. (1994). The Visual Search and Attention Test. Odessa, FL: Psychological Associate Resources.
60. Troia, G. A. (2002). Teaching writing strategies to children with disabilities: Setting generalization as the goal. Exceptionality, 10, 249-269.
61. Troia, G., & Graham, S. (2002). The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities. Journal of Learning Disabilities, 35, 290-305.
62. Troia, G. A., & Graham, S. (2003). Effective writing instruction across the grades: What every educational consultant should know. Journal of Educational and Psychological Consultation, 14, 75-89.
63. Wakely, M. B., Hooper, S. R., de Kruif, R. E. L., & Swartz, C. (2006/this issue). Subtypes of written expression in elementary school children: A linguistic-based model. Developmental Neuropsychology, 29, 125-159.
64. Welch, M., & Jensen, J. B. (1991). Write, P.L.E.A.S.E: A video-assisted strategic intervention to improve written expression of inefficient learners. RASE: Remedial and Special Education, 12, 37-47.
65. Welsh, M. C., Pennington, B. E, & Grossier, D. B. (1991). A normative-developmental study of executive functions: A window on prefrontal function in children. Developmental Neuropsychology, 7, 131-149.
66. Wong, B. Y. L., & Berninger, V. W. (in press). Instructional principles for composition in elementary, middle, and high school: Merging process writing instruction with cognitive processes of the writer and teacher. In B. S. Schulman, K. Apel, B. Ehren, E. R. Silliman, & A. Stone (Eds.), Handbook of language and literacy development and disorders. New York: Guilford.
67. Wong, B. Y. L., Butler, D. L., Ficzere, S. A., & Kuperis, S. (1996). Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays. Journal of Learning Disabilities, 29, 197-212.
68. Wong, B. Y. L., Butler, D. L., Ficzere, S. A., & Kuperis, S. (1997). Teaching adolescents with learning disabilities and low achievers to plan, write, and revise compare-and-contrast essays. Learning Disabilities Research & Practice, 12, 2-15.