Title
The Effects of Text Structure Discrimination Training on the Writing Performance of Students with Learning Disabilities
Document Type
Article
Journal/Book Title/Conference
Journal of Behavioral Education
Volume
11
Publication Date
2002
First Page
203
Last Page
230
Abstract
The purpose of this study was to examine whether teaching three participants with learning disabilities to name and identify critical components (i.e., opening sentence, detail sentences, and key words) for four expository text structures, and to discriminate between well-written and poorly written components would improve their expository writing performance. After instruction, one participant immediately improved her expository paragraph writing skills. However, two participants needed additional instruction and feedback on their writing before their paragraph writing improved. Social validation of the study outcomes was assessed by comparing participants' paragraphs before and after instruction to paragraphs produced by same age peers without disabilities. After instruction, participants' paragraph scores were above the mean score of the normative comparison group. Implications for teaching writing skills to students with learning disabilities, and suggestions for future research are discussed.
Recommended Citation
Miller, T., & Lignugaris/Kraft, B. (2002). The effects of text structure discrimination training on the writing performance of students with learning disabilities. Journal of Behavioral Education, 11, 203-231.
Comments
Originally published by Springer Verlag.
Publisher’s PDF available to USU students and faculty through remote link.