Giving Students with Learning Disabilities the POWER to Write: Improving the Quality and Quantity of Written Products
Abstract
This study was conducted to determine if students with learning disabilities could be taught a cognitive strategy with self-instruction to improve the quality and quantity of their writing. Fifteen high-school students with learning disabilities were taught the acronym POWER and how to use self-instruction to improve their writing performance. Training effects were investigated using a pretest-posttest design. Strategy instruction had a significant impact on students' writing performance with an increase in quality and the quantity (number of words and sentences) of written products. Students also were able to perform the strategy over a delayed period of two weeks.
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