Education Commons^™

A Metacognitive Approach To Written Language Instruction For Primary Learning Disabled Students, Madeline Fisher Kuhns

Abraham S. Fischler College of Education ETD Archive

A metacognitive approach to written language instruction was implemented to ameliorate the severe deficits in written language exhibited by the five learning disabled third and fourth graders who made up the target population. The program contained two basic elements: sustained writing practice and strategy training for revision of written projects. The results indicated that students benefited from this program by exhibiting improved cognitive ability, improved attitudes toward writing, and improved metacognitive awareness. These results were measured by comparing of the Test of Written Language (Hammill and Larsen, 1986), a written language sample, revision of a written language sample, and interviews …