Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays.
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| Title: | Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays. |
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| Authors: | Wong BYL (AUTHOR), Butler DL (AUTHOR), Ficzere SA (AUTHOR), Kuperis S (AUTHOR) |
| Source: | Journal of Learning Disabilities. Mar1996, Vol. 29 Issue 2, p197-212. 16p. |
| Abstract: | A total of 38 problem learners comprising adolescents with learning disabilities and low achievers participated in this study. Of these, 20 were untrained control participants; the remainder were trained to plan, write, and revise opinion essays. Trainees were randomly divided into pairs and taught to collaboratively use interactive dialogues to plan and revise their essays (but they wrote their essays separately). The results from multivariate analyses of variance (MANOVAs) and effect sizes indicated that trainees improved significantly from pretest to posttest in clarity and cogency of written opinion essays, and maintained such gains. Additional analyses indicated that they surpassed the untrained control group. Questionnaire data indicated trainees improved in self-efficacy of writing only. The same finding held true in comparison with untrained participants. The discussion integrates the trainees' performance data with the questionnaire data and considers the research implications and limitations of the study. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 107369888 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wong+BYL%22">Wong BYL</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Butler+DL%22">Butler DL</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ficzere+SA%22">Ficzere SA</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kuperis+S%22">Kuperis S</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Learning+Disabilities%22">Journal of Learning Disabilities</searchLink>. Mar1996, Vol. 29 Issue 2, p197-212. 16p. – Name: Abstract Label: Abstract Group: Ab Data: A total of 38 problem learners comprising adolescents with learning disabilities and low achievers participated in this study. Of these, 20 were untrained control participants; the remainder were trained to plan, write, and revise opinion essays. Trainees were randomly divided into pairs and taught to collaboratively use interactive dialogues to plan and revise their essays (but they wrote their essays separately). The results from multivariate analyses of variance (MANOVAs) and effect sizes indicated that trainees improved significantly from pretest to posttest in clarity and cogency of written opinion essays, and maintained such gains. Additional analyses indicated that they surpassed the untrained control group. Questionnaire data indicated trainees improved in self-efficacy of writing only. The same finding held true in comparison with untrained participants. The discussion integrates the trainees' performance data with the questionnaire data and considers the research implications and limitations of the study. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=107369888 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/002221949602900209 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 197 Titles: – TitleFull: Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wong BYL – PersonEntity: Name: NameFull: Butler DL – PersonEntity: Name: NameFull: Ficzere SA – PersonEntity: Name: NameFull: Kuperis S IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar1996 Type: published Y: 1996 Identifiers: – Type: issn-print Value: 00222194 Numbering: – Type: volume Value: 29 – Type: issue Value: 2 Titles: – TitleFull: Journal of Learning Disabilities Type: main |
| ResultId | 1 |
