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Direct linkEvmenova, Anya S.; Regan, Kelley – Intervention in School and Clinic, 2019
Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded…
Descriptors: Writing Processes, Writing Instruction, Students with Disabilities, Writing Improvement
Teichman, Milton; Poris, Marilyn – 1985
To learn more about the impact of word processing on the writing of college freshmen, a 2-year study involving 320 students of average writing ability investigated whether (1) students using word processors write significantly better than those who do not; (2) manipulating and improving sentences on a screen affects students' awareness of grammar,…
Descriptors: Computer Assisted Instruction, Freshman Composition, Higher Education, Learning Strategies
Peer reviewedMacArthur, Charles A.; And Others – Learning Disability Quarterly, 1995
A model of writing instruction integrating word processing, strategy instruction, and a process approach, within a social context for writing as a meaningful task, was tested with 113 elementary students with learning disabilities. Students in experimental classes made greater gains in quality of their narrative and informative writing than did…
Descriptors: Elementary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies
Laurinen, Leena I. – 1988
Sentences are understood by outlining associative relations between the concepts representing the meanings of the words. When the words are received the activation spreads from their conceptual counterparts to the other concepts in memory, so that some implicit thoughts are often added to the mental representation of a sentence. As sentences are…
Descriptors: Adolescents, Associative Learning, Cognitive Processes, Concept Formation
