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Exceptionality
A Special Education Journal
Volume 12, 2004 - Issue 1
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Original Articles

Preventing Writing Difficulties: The Effects of Planning Strategy Instruction on the Writing Performance of Struggling Writers

Bruce Saddler
,
Susan Moran
,
Steve Graham
&
Karen R. Harris
Pages 3-17 | Published online: 08 Jun 2010

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Mallika Scott & Thomas M. Philip. (2023) “We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners. Cognition and Instruction 41:3, pages 291-315.
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Kristen Finlayson & Matthew T. McCrudden. (2021) A 17-Week Teacher-Implemented Story Writing Intervention With Year 2 Students in New Zealand: A Mixed Methods Study. Reading & Writing Quarterly 37:4, pages 365-381.
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Özgül Güler Bülbül & E. Rüya Özmen. (2021) Effectiveness of teaching story-writing strategy to students with intellectual disabilities and their non-disabled peers. Journal of Intellectual & Developmental Disability 46:3, pages 204-216.
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Kristen Finlayson & Matthew T. McCrudden. (2020) Teacher-Implemented Writing Instruction for Elementary Students: A Literature Review. Reading & Writing Quarterly 36:1, pages 1-18.
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Kristen Finlayson & Matthew T. McCrudden. (2019) Teacher-Implemented Self-Regulated Strategy Development for Story Writing With 6-Year-Olds in a Whole-Class Setting in New Zealand. Journal of Research in Childhood Education 33:2, pages 307-322.
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Daphne Carr Henderson, William H. Rupley, Janet Alys Nichols, William Dee Nichols & Timothy V. Rasinski. (2018) Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs. Reading & Writing Quarterly 34:1, pages 63-78.
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Michael Dunn. (2013) Using Art Media During Prewriting: Helping Students with Dysgraphia Manage Idea Generation Before Encoding Text. Exceptionality 21:4, pages 224-237.
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Bruce Saddler & Kristie Asaro-Saddler. (2013) Response to Intervention in Writing: A Suggested Framework for Screening, Intervention, and Progress Monitoring. Reading & Writing Quarterly 29:1, pages 20-43.
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Kati Lushen, Ockjean Kim & Robert Reid. (2012) Paraeducator-Led Strategy Instruction for Struggling Writers. Exceptionality 20:4, pages 250-265.
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Pietro Boscolo, Carmen Gelati & Nicoletta Galvan. (2012) Teaching Elementary School Students to Play With Meanings and Genre. Reading & Writing Quarterly 28:1, pages 29-50.
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Michael W. Dunn. (2011) Ask, Reflect, Text: Illustrating Story Plans With Art. Journal of Research in Childhood Education 25:4, pages 376-389.
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MichaelW. Dunn, David Tudor, Claudia Scattergood & Stephanie Closson. (2010) Ask, Reflect, Text A narrative Story-Writing Strategy . Childhood Education 87:2, pages 98-105.
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Leann Shore, Carolyn Dorfman & Barbara Kelii. (2009) Speed of Printing Familiar and Unfamiliar Passages in Second-, Third-, and Fourth-Grade Students. Journal of Occupational Therapy, Schools, & Early Intervention 2:3-4, pages 159-170.
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Melissa B. Wakely, Stephen R. Hooper, Renee E. L. de Kruif & Carl Swartz. (2006) Subtypes of Written Expression in Elementary School Children: A Linguistic-Based Model. Developmental Neuropsychology 29:1, pages 125-159.
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Articles from other publishers (54)

Tufan BİTİR & Erol DURAN. (2023) İlkokul Dördüncü Sınıf Öğrencilerinin Eleştirel Yazma Becerilerinin Geliştirilmesinde Öz Düzenlemeli Strateji Geliştirme Modelinin Etkisi. Bayburt Eğitim Fakültesi Dergisi 18:37, pages 140-176.
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Emrah KULTAS & Yusuf KIZILTAŞ. (2023) Öğrenciler Tarafından Yazılan Hikâye Edici Metinlerin Okuduğunu Anlama Üzerindeki EtkisiStory Texts Written By Students Effect on Reading Comprehension. Cumhuriyet International Journal of Education.
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Karissa J. Marble-Flint & Baylee L. Brown. (2022) Self-Regulated Strategy Development for Writing: Case Study of a Female With Autism Spectrum Disorder. Communication Disorders Quarterly 44:2, pages 127-132.
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Bilkay Bİ & Seray OLÇAY. (2023) Öz-Düzenleyici Strateji Gelişimi Modelinin Özel Yetenekli Öğrencilerin Yazma Becerilerine EtkisiThe Effect of Self-Regulated Strategy Development Model on Improving Gifted Students’ Story Writing Skills. Ana Dili Eğitimi Dergisi 11:1, pages 187-208.
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Bridget O. Hier, Tanya L. Eckert & Shawn M. Datchuk. (2022) The use of advanced planning among emerging writers. Reading and Writing 36:1, pages 77-96.
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Kristen Finlayson & Matthew T. McCrudden. (2022) Teacher-implemented self-regulated strategy development instruction for story writing with year 2 students in Aotearoa/New Zealand: A mixed methods study. Teaching and Teacher Education 119, pages 103846.
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Nathan A. Stevenson. 2022. Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities. Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities 29 44 .
Tuncay TÜRKBEN. (2022) Öz Düzenleme Stratejisi Gelişimi Öğretiminin Ortaokul Öğrencilerinin Üstbilişsel Yazma Farkındalıklarına EtkisiThe Effect of Self-Regulation Strategy Development Instruction on Secondary School Students' Awareness of Metacognitive Writing. MANAS Sosyal Araştırmalar Dergisi 11:2, pages 555-571.
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Julia Högemann, Jennifer Cunha, José Carlos Núñez, Guillermo Vallejo, Celestino Rodríguez & Pedro Rosário. (2021) Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables. Reading and Writing 34:7, pages 1681-1710.
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Lucía Rodríguez-Málaga, Celestino Rodríguez & Raquel Fidalgo. (2020) Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process?. Reading and Writing 34:7, pages 1769-1790.
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Eylem Ezgi AHISKALI & Nevin AKKAYA. (2021) Özdüzenlemeli Strateji Geliştirme Modeli ile Yapılandırılan Planlama ve Yazma Stratejileri Öğretiminin Planlama ile Yazma Başarısına ve Kalıcılığa EtkisiThe Effect of Teaching Planning and Writing Strategies Structured with Self Regulation Strategy Model on Planning and Writing Achievement and Retention. Ana Dili Eğitimi Dergisi 9:3, pages 787-803.
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Eylem Ezgi AHISKALI & Nevin AKKAYA. (2021) Türkçe Öğretmeni Adaylarının Özdüzenlemeli Strateji Geliştirme Modeliyle Yapılandırılan Planlama ve Yazma Stratejileri Öğretimine İlişkin Görüşleri. Batı Anadolu Eğitim Bilimleri Dergisi 12:1, pages 1-17.
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Natalia Sevcenko, Manuel Ninaus, Franz Wortha, Korbinian Moeller & Peter Gerjets. (2021) Measuring Cognitive Load Using In-Game Metrics of a Serious Simulation Game. Frontiers in Psychology 12.
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Ioanna K. Tsiriotakis, Matthias Grünke, Ioannis Spantidakis, Eleni Vassilaki & Nektarios A. M. Stavrou. (2020) The Impact of an Explicit Writing Intervention on EFL Students’ Short Story Writing. Frontiers in Education 5.
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Kristen L. McMaster, Amy Kunkel, Jaehyun Shin, Pyung-Gang Jung & Erica Lembke. (2017) Early Writing Intervention: A Best Evidence Synthesis. Journal of Learning Disabilities 51:4, pages 363-380.
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DUNN MICHAEL. (2018) WRITING INSTRUCTION AND THE COMMON CORE STATE STANDARDS: INTEGRATING TECHNOLOGY INTO WRITING INTERVENTIONS. i-manager's Journal on School Educational Technology 13:3, pages 42.
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Vasiliki Mourgkasi & Sofia Mavropoulou. (2018) Story composition, mental state language and self-regulated strategy instruction for writers with autism spectrum conditions. Journal of Research in Special Educational Needs 18:1, pages 36-49.
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Michael Dunn & Gisela Ernst-Slavit. 2018. Emotions in Second Language Teaching. Emotions in Second Language Teaching 223 241 .
Pedro Rosário, Julia Högemann, José Carlos Núñez, Guillermo Vallejo, Jennifer Cunha, Vera Oliveira, Sonia Fuentes & Celestino Rodrigues. (2016) Writing week-journals to improve the writing quality of fourth-graders’ compositions. Reading and Writing 30:5, pages 1009-1032.
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Philip H. Winne, Jovita M. Vytasek, Alexandra Patzak, Mladen Rakovic, Zahia Marzouk, Azar Pakdaman-Savoji, Ilana Ram, Donya Samadi, Michael P. C. Lin, Arita Liu, Amna Liaqat, Nashwa Nashaat-Sobhy, Zahra Mozaffari, Jason Stewart-Alonso & John C. Nesbit. 2017. Informational Environments. Informational Environments 249 272 .
Yasaman Rouhani, Asghar Moulavi Nafchi & Seyyed Mehdi Ziaee. (2016) Applying Different Interventions to Teach Writing to Students with Disabilities: A Review Study. Theory and Practice in Language Studies 6:4, pages 733.
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Lucía Roldán-Prego & Rosa María González-Seijas. (2016) Intervención en la planificación de la escritura en primer curso de Enseñanza Primaria || Intervention in writing planning processes in first-grade primary school students. Revista de Estudios e Investigación en Psicología y Educación 3:1, pages 9-18.
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Michael Dunn. 2016. Special and Gifted Education. Special and Gifted Education 1288 1301 .
Anya S. Evmenova, Kelley Regan, Andrea Boykin, Kevin Good, Melissa Hughes, Nichole MacVittie, Donna Sacco, Soo Y. Ahn & David Chirinos. (2015) Emphasizing Planning for Essay Writing With a Computer-Based Graphic Organizer. Exceptional Children 82:2, pages 170-191.
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Mary Gonzalez-Ledo, Patricia M. Barbetta & Caridad H. Unzueta. (2015) The Effects of Computer Graphic Organizers on the Narrative Writing of Elementary School Students with Specific Learning Disabilities. Journal of Special Education Technology 30:1, pages 29-42.
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Mansoor Fahim & Seifodin Rajabi. (2015) Applying self-regulated strategy development model of instruction to teach writing skill: Effects on writing performance and writing motivation of EFL learners. International Journal of Research Studies in Education 4:2.
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Kristie Asaro-Saddler & Nicole Bak. (2013) Persuasive Writing and Self-Regulation Training for Writers With Autism Spectrum Disorders. The Journal of Special Education 48:2, pages 92-105.
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Michael Dunn. 2014. Assistive Technology Research, Practice, and Theory. Assistive Technology Research, Practice, and Theory 44 56 .
Minjung Kim & Aehwa Kim. (2013) The Effects of Writing Instruction with Self-Regulated Strategy Development on the Narrative Composition of Students with Learning Disabilities. Communication Sciences & Disorders 18:4, pages 402-416.
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Ariane B. Schneider, Robin S. Codding & Georgiana S. Tryon. (2013) Comparing and Combining Accommodation and Remediation Interventions to Improve the Written-Language Performance of Children With Asperger Syndrome. Focus on Autism and Other Developmental Disabilities 28:2, pages 101-114.
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Sharon Zumbrunn & Roger Bruning. (2012) Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development. Reading and Writing 26:1, pages 91-110.
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Valerie Perry, Loren Albeg & Catherine Tung. (2012) Meta-Analysis of Single-Case Design Research on Self-Regulatory Interventions for Academic Performance. Journal of Behavioral Education 21:3, pages 217-229.
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Raol J. Taft & Linda H. Mason. (2010) Examining Effects of Writing Interventions. Remedial and Special Education 32:5, pages 359-370.
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Kristie Asaro-Saddler & Bruce Saddler. (2010) Planning Instruction and Self-Regulation Training: Effects on Writers with Autism Spectrum Disorders. Exceptional Children 77:1, pages 107-124.
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Kathleen Lynne LaneSteve Graham, Karen R. Harris, M. Annette Little, Karin Sandmel & Mary Brindle. (2009) Story Writing. The Journal of Special Education 44:2, pages 107-128.
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Laura Thompson Jacobson & Robert Reid. (2010) Improving the Persuasive Essay Writing of High School Students with ADHD. Exceptional Children 76:2, pages 157-174.
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M. Susan Burns, Julie K. Kidd & Tamara Genarro. 2010. Literacy and Learning. Literacy and Learning 175 204 .
Kristie Asaro & Bruce Saddler. (2009) Effects of Planning Instruction on a Young Writer With Asperger Syndrome. Intervention in School and Clinic 44:5, pages 268-275.
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Scott K. Baker, David J. Chard, Leanne R. Ketterlin-Geller, Chanisa Apichatabutra & Christian Doabler. (2009) Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development. Exceptional Children 75:3, pages 303-318.
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William F. Morrison, Tara Jeffs & Mary G. Rizza. 2009. Able, Gifted and Talented Underachievers. Able, Gifted and Talented Underachievers 303 325 .
Ruya Guzel-Ozmen. (2009) Modified Cognitive Strategy Instruction. Intervention in School and Clinic 44:4, pages 216-222.
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Matthew K. Burns, Zoila M. Ganuza & Rachel M. London. (2008) Brief Experimental Analysis of Written Letter Formation: Single-Case Demonstration. Journal of Behavioral Education 18:1, pages 20-34.
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Torri Ortiz Lienemann & Robert Reid. (2008) Using Self-Regulated Strategy Development to Improve Expository Writing with Students with Attention Deficit Hyperactivity Disorder. Exceptional Children 74:4, pages 471-486.
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Kathleen Lynne LaneKaren R. Harris, Steve Graham, Jessica L. Weisenbach, Mary Brindle & Paul Morphy. (2008) The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties. The Journal of Special Education 41:4, pages 234-253.
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Bruce Saddler & Kristie Asaro. (2016) Increasing Story Quality through Planning and Revising: Effects on Young Writers with Learning Disabilities. Learning Disability Quarterly 30:4, pages 223-234.
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Robert Reid & Torri Ortiz Lienemann. (2007) Strategy Instruction for Written Expression with Students with ADHD. The ADHD Report 15:2, pages 9-12.
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Moira Konrad & Katherine Trela. (2007) GO 4 it … Now!. TEACHING Exceptional Children 39:4, pages 42-51.
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Pooja Patel & Leslie Laud. (2007) Integrating a Story Writing Strategy into a Resource Curriculum. TEACHING Exceptional Children 39:4, pages 34-41.
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Bruce Saddler. (2016) Increasing Story-Writing Ability through Self-Regulated Strategy Development: Effects on Young Writers with Learning Disabilities. Learning Disability Quarterly 29:4, pages 291-305.
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Robert Reid & Torri Ortiz Lienemann. (2016) Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit/Hyperactivity Disorder. Exceptional Children 73:1, pages 53-68.
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Torri Ortiz Lienemann, Steve Graham, Beth Leader-Janssen & Robert Reid. (2016) Improving the Writing Performance of Struggling Writers in Second Grade. The Journal of Special Education 40:2, pages 66-78.
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Karen R. Harris, Steve Graham & Linda H. Mason. (2016) Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support. American Educational Research Journal 43:2, pages 295-340.
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Steve GrahamKaren R. Harris. (2016) Improving the Writing Performance of Young Struggling Writers. The Journal of Special Education 39:1, pages 19-33.
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Steven Graham, Karen H. Harris & Jennifer Zito. 2005. Empirical Methods for Evaluating Educational Interventions. Empirical Methods for Evaluating Educational Interventions 235 265 .

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