Effects of a motivational intervention for improving the writing of children with learning disabilities

Learning Disability Quarterly

Volumn 27, Issue 3, 2004, Pages 141-159

  García, Jesús Nicasio ^a   De Caso, Ana María ^a  

^a UNIVERSITY OF LEÓN   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4944220631     PISSN: 07319487     EISSN: None     Source Type: Journal    
DOI: 10.2307/1593665     Document Type: Article

References (69)

1. Alamargot, D., & Chanquoy, L. (2001). Through the models of writing. Amsterdam, The Netherlands: Kluwer Academic Publishers.
2. Alonso, J. (1997). Cómo motivar: Condicionantes contextuales de la motivación [How to motivate. Contextual determinants of motivation]. In J. Alonso, Motivar para el aprendizaje: Tearióa y estrategias (pp. 55-112) [Motivating to learn: Theory and strategies]. Barcelona: EDEBÉ.
3. Anderson-Inman, L. (1999). Computer-based solutions for secondary students with learning disabilities: Emerging issues. Reading and Writing Quarterly, 15, 239-249.
4. Berninger, V. W. (1999). Coordinating transcription and text generation in working memory during composing: Automatic and constructive processes. Learning Disability Quarterly, 22(2), 99-112.
5. Berninger, V. W., Stage, S. A., Smith, D. R., & Hildebrand, A. D. (2001). Assessment for reading and writing intervention: A three-tier model for prevention and remediation. In J.J.W. Andrews, D. H. Saklofske, & H. L. Janzen (Eds.), Handbook of psychoeducational assessment, ability, achievement and behavior in children (pp. 195-223). San Diego, CA: Academic Press.
6. Brody, N., & Ehrlichman, H. (1997). Personality psychology: The science of individuality. Englewood Cliffs, NJ: Prentice Hall [Motives y Metas [Motives and goals]. In N. Brody & H. Ehrlichman (Eds.), Psicología de la Personalidad (pp. 171-219) [Psychology of personality]. Madrid: PRENTICE].
7. Brooks, A., Vaughan, K., & Berninger, V. (1999). Tutorial interventions for writing disabilities: comparison of transcription and text generation processes. Learning Disability Quarterly, 22 (3), 183-191.
8. Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25-37.
9. Butler, K. G., & Silliman, E. R. (Eds.). (2002). Speaking, reading, and writing in children with language learning disabilities. New paradigms in research and practice. Mahwah, NJ: Lawrence Erlbaum Associates.
10. Butterfield, E. C. (Volume Editor) & Carlson, J. S. (Series Editor). (1994). Children's writing: Towards a process theory of the development of skilled writing. Greenwich, CT: JAI Press Inc.
11. Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54.
12. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
13. Cuetos, F. (1991). Psicología de la escritura [The Psychology of writing]. Madrid: Escuela Española.
14. de Vega, M., Díaz, J. M., & León, I. (1999): Procesamiento del discurso [Discourse processing]. In M. De Vega & F. Cuetos (Eds.), Psicolingüística del español (pp. 271-305) [Psycholinguistics of Spanish]. Madrid: Trotta.
15. Elbow, P. (1998). Writing without teachers. New York: Oxford University Press.
16. Elbow, P. (2000). Everyone can write. Essays toward a hopeful theory of writing and teaching writing. New York: Oxford University Press.
17. Favart, M., & Passerault, J.M. (1996). Functionality of cohesion devices in the management of local and global coherence: Two studies in children's written production of narratives. In G. Rijlaarsdam, H. van den Bergh, & M. Couzijn (Eds.), Theories, models and methodology in writing research, (pp. 394-365) Amsterdam, The Netherlands: Amsterdam University Press.
18. García, J. N. (2000a). Estrategias de intervención en los procesos de planificación de la escritura en alumnos con dificultades de aprendizaje [Strategies of intervention in planning writing proceses with learning diabilities students]. In J. N. Garcia (Ed.), De la psicología de la instrucción a las necesidades curriculares (pp. 261-282) [From the psychology of instruction to the curricular needs]. Barcelona: Oikos-Tau.
19. García, J. N. (2000b). Planificación y variables metacognitivas en la instrucción estratégica de la escritura a través del currículum en alumnos con y sin dificultades de aprendizaje [Planning and metacognitive variables in writing strategic instruction through the currículo in students with and without learning disabilities]. Valladolid: CEC de la JCyL y FSE 2000 (Memoria final [Final report]).
20. García, J. N. (2002). El enfoque de la psicología de la escritura como marco para la evaluación e intervención en la composición escrita [The approach of the psychology of writing as a frame to the assessment and the intervention in the writing composition]. Bordón. Revista de Pedagogía. 54 (1), 53-67.
21. García, J. N., & de Caso, A. M. (2002a). Evaluación e intervención en la motivación hacia la escritura en alumrios con dificultad de aprendizaje [Assessment and intervention in the motivation towards writing in students with learning disabilities]. In J. N. García (Ed.), Aplicaciones de intervención psicopedagógica (pp. 135-143) [Applications of psychopedagogic intervention]. Madrid: Pirámide.
22. García, J. N., & de Caso, A. M. (2002b). ¿Es posible mejorar la composición en alumnos con DA y/o BR sin que cambie la reflexiva hacia la escritura? [Is it possible to improve writing composition in learning disabilities and/or low achievement students without changes in reflexivity towards writing?] Psicothema, 14(2), 456-462.
23. García, J. N., & Marbán, J. M. (2003). El Proceso de composición escrita en alumnos con DA y/o BR: estudio instruccional con énfasis en la planificación [The process of writing composition in students with LD and/or LA: an instructional research with enphasis in the planning]. Infancia y Aprendizaje. Journal for the Study of Education and Development, 26(1), 97-113.
24. García, J. N., Marbán, J. M., & de Caso, A. M. (2001). Evaluación colectiva de los procesos de planificación y factures psicológicos en la escritura (EPPyFPE) [Collective assessment of the planning proceses and other psychological factors of the writing]. In J. N. García, Dificultades de aprendizaje e intervención psicopedagógica (pp. 151-155) [Learning disabilities and psychopedagogic intervention]. Barcelona: Ariel.
25. García, J. N., Marbán, J. M., de Caso, A. M., & Fidalgo, R. (2001). Niveles de desarrollo de la escritura, dificultades de aprendizaje y variables moduladoras: aportaciones de una línea de investigación [Levels of writing developmental, learning disabilities and modulator variables: contributions of a research line]. In A. Miranda (Ed.), Actas del Primer Congreso International de Déficit de Atención y Dificultades de Aprendizaje (pp. 217-230) [Proceedings of the first international congress of atentional deficits and learning disabilities]. Málaga: Aljibe.
26. Glazer, S. M. (1999). Motivating activities. Teaching PreK-8, 29(7), 88-90.
27. González-Pienda, J. A., Núñez, J. C., González-Pumariega, S., Álvarez, L., Roces, C., García, M., Gozález, P., Cabanach, R. G., & Valle, A. (2000): Autoconcepto, proceso de atribución causal y metas académicas en niños con y sin dificultades de aprendizaje [Self-concept, causal attributional proces and academic goals in children with and without learning disabilities]. Psicothema, 12(4), 548-556.
28. Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic Iintrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3-13.
29. Graham, S. (1999a). The role of text production skills in writing development: A special issue - I. Learning Disability Quarterly, 22, 78-98.
30. Graham, S. (1999b). Handwriting and spelling instruction for students with learning disabilities: A review. Learning Disability Quarterly, 22, 75-77.
31. Graham, S., & Harris, K. R (1999). Assessment and intervention in overcoming writing difficulties: An illustration from the self-regulated strategy development model. Language, Speech and Hearing Services in Schools, 30, 255-264.
32. Graham, S., & Harris, K. R. (2002). The road less traveled: Prevention and intervention in written language. In K. G. Butler & E. R. Silliman (Eds), Speaking, reading, and writing in children with language learning disabilities. New paradigms in research and practice (pp. 199-217). Mahwah, NJ: Lawrence Erlbaum Associates.
33. Graham, S., Harris, K. R., & Larsen, L. (2001). Prevention and Intervention of Writing Difficulties for Students with learning Disabilities. Learning Disabilities Research & Practice, 16(2), 74-84.
34. Gregg, N., & Mather, N. (2002). School is fun at recess: Informal analyses of written language for students with learning disabilities. Journal of Learning Disabilitites, 35(1), 7-22.
35. Hall, C. W., Spruill, K. L., & Webster, R. E. (2002). Motivational and attitudinal factors in college students with and without learning disabilities. Learning Disability Quarterly, 25, 79-86.
36. 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.
37. Hayes, J., & Nash, J. G. (1996). On the nature of planning in writing. In M. Levy & S. Ransdell (Eds.), The science of writing, theories, methods, individual differences and applications (pp. 29-55). Mahwah, NJ: Lawrence Erlbaum Associates.
38. Justicia, F. (1995). El desarrollo del vocabulario. Diccionario de frecuencias [The development of vocabulary. Dictionary of frequencies]. Granada: Servicio de Publicaciones de la Universidad de Granada.
39. Kellogg, R. T. (1994). The psychology of writing. New York: Oxford University Press.
40. Kellogg, R. T. (1996). A model of working memory in writing. In C. M. Levy & S. Ransdell (Eds), The science of writing: Theories, methods, individual differences and applications (pp. 57-71). Mahwah, NJ: Lawrence Erlbaum Associates.
41. Klassen, R. (2002a). Writing in early adolescence: A review of the role of self-efficacy beliefs. Educational Psychology Review, 14(2), 173-203.
42. Kuhl, J. (2000). A functional-design approach to motivation and self-regulation. The dynamics of personality systems interactions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 111-167). San Diego, CA: Academic Press.
43. Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-328.
44. Mather, N., & Roberts. R. (1995). Informal assessment and instruction in written language. A practitioner's guide for students with learning disabilities. Chichester: John Wiley & Sons.
45. Mayer, R. E. (2001). Cognitive, metacognitive, and motivational aspects of problem solving. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice (pp. 89-101). Dordrecht, The Netherlands: Kluwer Academic Publishers.
46. McArthur, C. A. (1999). Word prediction for students with severe spelling problems. Learning Disability Quarterly, 22(3), 158-172.
47. McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94(2), 381-395.
48. Meyer, D. K., & Turner, J. C. (2002): Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107-114.
49. Mussen, P. H., Conger, J. J., Kagan, J., & Huston, A. C. (1990). Intelligence and achievement. In P. Mussen, J. Conger, J. Kagan, & A. Huston, Child development and personality (7th ed., pp. 325-378). New York: Harper & Row Publishers.
50. Newby, T. J. (1991). Classroom motivation: Strategies of first-year teachers. Journal of Educational Psychology, 83(2), 195-200.
51. Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males and females self-regulated learning. Learning & Individual Differences, 11(2), 153-171.
52. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.
53. Pintrich, P. R., & Anderman, E. M. (1994). Intraindividual differences in motivation and cognition in students with and without learning disabilities. Journal of Learning Disabilities, 27(6), 360-371.
54. Reynolds, P. L., & Symons, S. (2001). Motivational variables and children's text search. Journal of Educational Psychology, 93(1), 14-22.
55. Rijlaarsdam, G., van den Bergh, H., & Couzijn, M. (Eds.). (1996a). Theories, models and methodology in writing research. Amsterdam, The Netherlands: Amsterdam University Press.
56. Rijlaarsdam, G., van den Bergh, H., & Couzijn, M. (Eds.). (1996b). Effective teaching and learning of writing. Amsterdam, The Netherlands: Amsterdam University Press.
57. Sánchez, E. (1998). Comprensión y redacción de textos [Comprehension and composition of texts]. Barcelona: Edebé.
58. Sanders, T., Janssen, D., van der Pool, E., Schilperoord, J., & van Wijk, C. (1996). Hierarchical text structure in writing products and writing processes. In G. Rijlaarsdam, H. van den Bergh, & M. Couzijn (Eds.), Theories, models and methodology in writing research (pp. 473-492). Amsterdam, The Netherlands: Amsterdam University Press.
59. Sorenson, S. (1997): Students' writing handbook (2nd ed.). New York: MacMillan.
60. Tabassam, W., & Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25, 141-151.
61. Torrance, M., & Galbraith, D. (Eds.). (1999). Knowing what to write. Conceptual processes in text production (pp. 121-138). Amsterdam, The Netherlands: Amsterdam University Press.
62. Valle, A., Núñez, J. C., Rodríguez, S., & González-Pumariega, S. (2002). La motivación académica [Achademic motivation]. In J. A. González-Pienda, R. González- Cabanach, J. C. Núñez y A. Valle (Eds.), Manual de psicología de la educación (pp. 117-144) [Handbook of psychology of education]. Madrid: Pirámide.
63. Wolters, C. A., & Pintrich, P. R. (2001). Contextual differences in student motivation and self-regulated learning in mathematics, English and social studies classrooms. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice (pp.103-124). Dordrecht, The Netherlands: Kluwer Academic Publishers.
64. Wong, B. (1996). Assessment and instruction of writing skills. In B.Y.L. Wong, The ABCs of Learning Disabilities (pp. 195-215). San Diego, CA: Academic Press.
65. Wong, B. (1997). Research on genre-specific strategies for enhancing writing in adolescents with learning disabilities. Learning Disability Quarterly, 20(2), 140-159.
66. Wong, B. (1998). Reflections on current attainments and future directions in writing intervention research in learning disabilities. In T. E. Scruggs & M. A. Martropieri (Eds.), Advances in learning and behavioral disabilities (pp. 127-149). Greenwich, CT: JAI Press Inc.
67. Wong, B. (2000). Writing strategies instruction for expository essays for adolescents with and without learning disabilities. Topics in Language Disorders, 20(4), 29-44.
68. Wong, B., Butler, D., Ficzere, S., & Kuperis, S. (1996). Teaching students with learning disabilities and low achievers to plan, write and revise opinion essays. Journal of Learning Disabilities, 29(2), 197-212.
69. Wong, B., Butler, D., Ficzere, S., & Kuperis, S. (1997). Teaching adolescents with learning disabilities and low achievers to plan, write and revise compare and contrast essays. Learning Disabilities Research and Practice, 12(1), 2-15.