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• W199402305 abstract "This study investigated the use of repeaLed writings as a means of increasing written language fluency. LD students (N = 48) in senior high Resource Room English classes were randomly assigned to one of four instructional conditions: repeated writing with structural cues, repeated revision with structural cues, writing on a new topic with structural cues, and writing on a new topic with mechanics cues. Students in the repeated writing and repeated revision groups (n=12) wrote about the same assigned topic on four consecutive days and received videotaped instruction in paragraph structure each day. Revision students revised and copied the previous day's draft, but repeated writing students started fresh each day. Students in the new topics groups (n=12) were assigned a new topic to write about daily and either viewed videotaped instruction in writing mechanics or paragraph structure. The final compositions produced on day five were analyzed for 16 measures of fluency and 10 measures of writing mechanicth and paragraph structure. The resulting dataset was reduced by means of factor analysis. An analysis of variance for fluency factors revealed that students showed significant improvement from pre-test to" @default.
• W199402305 created "2016-06-24" @default.
• W199402305 creator A5037455947 @default.
• W199402305 creator A5087233213 @default.
• W199402305 date "1986-07-20" @default.
• W199402305 modified "2023-09-27" @default.
• W199402305 title "The Effects of Repeated Writing and Repeated Revision Strategies on Composing Fluency of Learning Disabled Adolescents. Final Report." @default.
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• W199402305 hasPublicationYear "1986" @default.
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