The Effects of Repeated Writing and Repeated Revision Strategies on Composing Fluency of Learning Disabled Adolescents. Final Report [electronic resource] / Nancy E. Harriman and Anna H. Gajar.

The study investigated the use of repeated writings as a means of increasing written language fluency with 48 learning disabled students in senior high school resource room English classes. Subjects received one of four treatments for 4 days: repeated writing with structural cues, repeated revision...

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Bibliographic Details

Online Access:	Full Text (via ERIC)
Main Author:	Harriman, Nancy E.
Corporate Author:	Pennsylvania State University
Other Authors:	Gajar, Anna, 1940-
Format:	Electronic eBook
Language:	English
Published:	[S.l.] : Distributed by ERIC Clearinghouse, 1986.
Subjects:	High Schools. Instructional Effectiveness. Learning Disabilities. Paragraph Composition. Revision (Written Composition) Writing Difficulties. Writing Instruction.