This study examines the pre-writing strategies and behaviors of three fifth grade students diagnosed as having learning disabilities as they participate in a process writing program which embeds elements of strategy intervention in a holistic environment. Five questions are posed, four of which relate to planning strategies, their effects on rough drafts, and whether or not either change over the course of one school year. The fifth question addresses change measured by standardized assessment. The Test of Written Language (Hammill & Larsen, 1983), a controlled writing sample, a concept interview, a brainstorm interview, the Manual Observation Form (Goodman, 1984) and actual writing samples are used to record and analyze data. Results show growth in strategy use, and in areas related to generation and organization of material. Results also show growth in students' positive attitudes toward writing. Findings support use of such a process writing approach with students who have difficulty achieving proficiency in written language. Specific implications for educators are discussed.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/278084 |
| Date | January 1992 |
| Creators | Wilder, Nancy Lee, 1960- |
| Contributors | Bos, Candace S. |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Thesis-Reproduction (electronic) |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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