Instruction in a Strategy for Compare–Contrast Writing

摘要: Students learned a strategy for planning, writing, and evaluating compare–contrast essays. Instruction followed the principles of self-regulated development, which aims to improve knowledge about strategic writing processes, self-regulation, motivation. Six adolescent students, 3 with learning disabilities in average writers, were taught pairs multiple baseline design. All students made substantial gains text structure elements (percentage non-overlapping data [PND] = 100%) overall quality (PND 85%). Gains mean scores individual ranged from 1.2 3.2 on 6-point scale. maintained 4 who could be assessed; 2 students. Self-efficacy increased all