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Using Reasoning and Writing to teach writing skills to students with learning disabilities and behavioral disorders

Anderson, D; Keel, M.
Abstract:
This study examined the effectiveness of the Direct Instruction writing program, Reasoning and Writing, with 10 fourth and fifth grade students with learning disabilities and/or behavioral disorders. Instruction with Reasoning and Writing occurred for six weeks, and pretest and posttest scores on the Test of Written Language-2 (TOWL-2) were used to indicate program effects. As a group, results indicate that students made both statistically and educationally significant gains overall on the TOWL-2. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2002
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reasoning and Writing, writing, Rsnng and Wrtng
Source:
Journal of Direct Instruction
Volume:
2
Number:
1
Pages:
49-55
Design type:
One Group Pretest-Posttest
Fidelity monitored:
Yes
Students included:
Fourth Grade Students, Fifth Grade Students, Elementary Students, Special Education Students, Students w/ Behavioral Disorders, Students w/ Learning Disabilities, Remedial Students
Other tags:
Reasoning and Writing, writing, Test of Written Language-2 (TOWL-2)
Location/Setting:
South: South Atlantic, Elementary School

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