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Direct linkGüler Bülbül, Özgül; Özmen, E. Rüya – Journal of Intellectual & Developmental Disability, 2021
Background: This study aimed to be the first to assess the effectiveness of teaching a particular peer revision strategy (POW + WWW, What = 2, How = 2 + RPRS), on the story-writing abilities of students with intellectual disabilities (ID) and their non-disabled peers. Method: A multiple-probe technique was used. Participants included three…
Descriptors: Students with Disabilities, Story Telling, Writing (Composition), Mild Intellectual Disability
