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Peer reviewedBakken, Jeffrey P.; Whedon, Craig K. – Learning Disabilities: A Multidisciplinary Journal, 2003
Fifteen high-school students with learning disabilities were taught the acronym POWER (plan, organize, write, edit, and revise) and how to use self-instruction to improve their writing performance. Strategy instruction had a significant impact on students' writing performance with an increase in the quality and quantity of written products.…
Descriptors: Learning Disabilities, Learning Strategies, Process Approach (Writing), Secondary Education
Download full textSimmons, Mary Beth – 1995
Personal writing is not only valid in such places as the academy, it is vital--even though Daniel Horowitz, in his essay "Process, Not Product: Less Than Meets the Eye," said that "teaching students to write intelligently on topics they do not care about seems to be a more useful goal than having them pick topics which interest them." But…
Descriptors: Classroom Techniques, English (Second Language), Foreign Students, Higher Education
