TY - JOUR
AU - De la Paz, Susan
AB -  Abstract The self-regulated strategy development approach to instruction was used to help 3 middle school students who had learning problems, including attention deficit hyperactivity disorder and specific language impairment, learn a strategy for planning and writing expository essays. The composition strategy helped students to consider their topic in advance and to use text structure knowledge to develop 5-paragraph essays. Regular education teachers provided instruction to the target students in inclusive classrooms; special education teachers facilitated the writing program. A multiple-probe design across students (R. D. Horner & D. M. Baer, 1978) was used to assess the effects of the strategy. Instruction had a positive effect on the students' approach to writing and overall writing performance. Four weeks following instruction, students' papers remained improved and were still longer and more complete. 
TI - Teaching Writing to Students With Attention Deficit Disorders and Specific Language Impairment
JF - The Journal of Educational Research
DO - 10.1080/00220670109598781
DA - 2001-09-01
UR - https://www.deepdyve.com/lp/taylor-francis/teaching-writing-to-students-with-attention-deficit-disorders-and-fa6d20zMD6
SP - 37
EP - 47
VL - 95
IS - 1
DP - DeepDyve
ER -