Peer reviewedERIC Number: EJ430652
Record Type: Journal
Publication Date: 1991
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: N/A
Available Date: N/A
Making Strategies and Self-Talk Visible: Writing Instruction in Regular and Special Education Classrooms.
Englert, Carol Sue; And Others
American Educational Research Journal, v28 n2 p337-72 Sum 1991
The effects of an intervention--Cognitive Strategy Instruction in Writing--to improve students' expository writing abilities was studied. The program emphasizes teacher and student dialogues about expository writing strategies, text structure processes, and self-regulated learning. Results of 183 fourth and fifth graders indicate that dialogic instruction was effective. (TJH)
Descriptors: Classroom Techniques, Comparative Analysis, Dialogs (Language), Elementary School Students, Expository Writing, Grade 4, Grade 5, High Achievement, Individualized Instruction, Intermediate Grades, Low Achievement, Special Education, Text Structure, Writing Instruction, Writing Strategies
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
