The DOI matches its Crossref record.
An Exploratory Investigation of Structured Writing Strategy Training for African-American College Students with Learning Disabilities
Abstract
This exploratory study investigated the effects of a structured writing strategy on the quality of expository compositions produced by 36 African-American college undergraduates with learning disabilities. The strategy was structured to assist students in developing a topic sentence and main ideas into body paragraphs, and in using transition words throughout the composition. The strategy effects were compared for a group that received the specific, structured writing strategy training and a control group that received general strategy instruction. Students in the strategy instruction group significantly improved their use of supporting details in producing an expository essay. Although mean writing self-efficacy scores for both groups increased at the end of training, there were no significant differences between groups on a measure of writing self-efficacy.
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“a slightly larger one with students with LDs did not fi nd a signi fi cant difference in writing quality or writing self-ef fi cacy between intervention and control groups (Nicholas et al., 2005).”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Nicholas et al., 2005
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No references could be resolved yet.
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McDowall, A., & Kiseleva, M. (2024) · Neurodiversity · doi:10.1177/27546330241291769 · Cited by 43
“…study with autistic participants resulted in improved quality of writing (Jackson et al., 2018), a slightly larger one with students with LDs did not fi nd a signi fi cant difference in writing quality or writing self-ef fi cacy between intervention and control groups (Nicholas et al., 2005).”
Metadata
- Authors
- Nicholas, K. R., Menchetti, B. M., & Nettles, S. M.
- ORCID
- Nicholas, Karen R.
- Venue
- Journal of College Reading and Learning
- Publisher
- Informa UK Limited
- Published
- 2005-09
- Volume
- 36
- Issue
- 1
- Pages
- 37-59
- ISSN
- 1079-0195 (ISSN-L)
- 2332-7413
- OpenAlex
- W1985447496
- Cited by
- 15
- References
- 0
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 2 · 2019: 1 · 2018: 2 · 2014: 2 · 2013: 2 · 2012: 1
- FWCI
- 1.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of College Reading and Learning (publishedVersion)
- Topics
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Disability Education and Employment
- Keywords
- learning disabilities, African American college students, expository writing, writing self-efficacy, topic sentences, main idea, body paragraphs, transition words, supporting details, writing instruction
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