TY - JOUR
T1 - Components Analysis of Cognitive Strategy Instruction
T2 - Effects on Learning Disabled Students' Compositions and Self-Efficacy
AU - Graham, Steve
AU - Harris, Karen R.
PY - 1989/9
Y1 - 1989/9
N2 - The viability of self-instructional strategy training among learning disabled (LD) students exhibiting composition deficiencies was investigated. Furthermore, the theoretically proposed incremental effects of explicit self-regulation procedures were examined in terms of writing performance measures at posttest, maintenance, and generalization, and in terms of Ss self-efficacy. Ss were 22 LD and 11 normally achieving students in the 5th and 6th grades. Results indicated that self-instructional strategy training produced meaningful and lasting effects on Ss' composition skills and a significantly heightened sense of self-efficacy. Explicit self-regulation procedures did not significantly augment strategyinstruction effects for either writing performance or self-efficacy. Composition performance after instruction among LD Ss did not differ significantly in terms of story grammar elements from that of a contrast group of normally achieving, competent writers. However, normally achieving students' compositions were longer and received significantly higher quality ratings.
AB - The viability of self-instructional strategy training among learning disabled (LD) students exhibiting composition deficiencies was investigated. Furthermore, the theoretically proposed incremental effects of explicit self-regulation procedures were examined in terms of writing performance measures at posttest, maintenance, and generalization, and in terms of Ss self-efficacy. Ss were 22 LD and 11 normally achieving students in the 5th and 6th grades. Results indicated that self-instructional strategy training produced meaningful and lasting effects on Ss' composition skills and a significantly heightened sense of self-efficacy. Explicit self-regulation procedures did not significantly augment strategyinstruction effects for either writing performance or self-efficacy. Composition performance after instruction among LD Ss did not differ significantly in terms of story grammar elements from that of a contrast group of normally achieving, competent writers. However, normally achieving students' compositions were longer and received significantly higher quality ratings.
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U2 - 10.1037/0022-0663.81.3.353
DO - 10.1037/0022-0663.81.3.353
M3 - Article
AN - SCOPUS:34249797224
SN - 0022-0663
VL - 81
SP - 353
EP - 361
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 3
ER -