The second article in this two-part series focuses on instructional techniques for the writing process
Get full access to this article
View all access options for this article.
References
1.
Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser, (Ed.) Advances in instructional psychology (Vol. 7, pp. 55–113). Hillsdale, NJ: Erlbaum.
2.
Deno, S., Marston, D., &Mirkin, P. (1982). Valid measurement procedures for continuous evaluation of written expression. Exceptional Children, 48, 368–371.
3.
Denti, L., Proctor, C. N., &Ellis, E. S. (in press). Teaching point-of-view to foreign-born Vietnamese college students in a universtiy learning-assistance center. Journal of College Learning Enhancement.
4.
Ellis, E. S. (1993). Teaching strategy sameness using integrated formats. Journal of Learning Disabilities, 26, 448–481.
5.
Ellis, E. S., Feldman, K., &Jackson, F. (October, 1992). An integrative model for teaching strategies in content-area classes: Effects on high, average, and low achieving middle school students' writing skills.Paper presented at the 14th International Conference on Learning Disabilities, Kansas City.
6.
Englert, C. S. (1992). Writing instruction from a sociocultural perspective: The holistic, dialogic, and social enterprise of writing. Journal of Learning Disabilities, 25, 153–172.
7.
Englert, C. S., &Mariage, T. V. (1991). Shared understandings: Structuring the writing experience through dialogue. Journal of Learning Disabilities, 24, 330–342.
8.
Graham, S. (1989, April). The role of production factors in learning disabled students' compositions.Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
9.
Graham, S. (1992, October). Issues in strategy instruction.Paper presented at the 14th International Conference on Learning Disabilities, Kansas City.
10.
Graham, S., &Harris, K. (1989a). Improving learning disabled students' skills at composing essays: Self-instructional training. Exceptional Children, 56, 201–214.
11.
Graham, S., &Harris, K. (1989b). A components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 81, 353–361.
12.
Moran, M. M., Schumaker, J. B., &Vetter, A. F. (1980). Teaching a paragraph organization strategy to learning disabled adolescents (Research Report No. 54). Lawrence: University of Kansas Institute for Research in Learning Disabilities.
13.
Nodine, B.Barenbaum, E., &Newcomer, P. (1985). Story composition by learning disabled and normal children. Learning Disability Quarterly, 8, 167–179.
14.
Walsh, M., &Jensen, J. B. (1991). Write P.L.E.A.S.E.: A video-assisted strategic intervention to improve written expression of inefficient learners. Remedial and Special Education, 12, 37–47.
15.
Vygotsky, L. S. (1978). Mind and society.Cambridge, MA: Harvard University Press.
16.
Wood, P., Bruner, J., &Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89–100.
