EVALUATION OF A WRITING INSTRUCTION MODEL THAT INTEGRATED A PROCESS APPROACH, STRATEGY INSTRUCTION, AND WORD-PROCESSING

This study evaluated the effectiveness of a model of writing instructi on that integrated word processing, strategy instruction, and a proces s approach. Teachers established a social context for writing in which students worked on meaningful tasks, shared their writing with peers, and published their work for real audiences. The classroom structure supported extended cycles of planning, drafting, and revising. Teacher s supported the development of writing strategies through conferencing and explicit instruction in strategies for planning and revising. Wor d processing supported fluent production of text, revising, and publis hing. The experimental model was implemented for a full school year in 12 classes with 113 students with learning disabilities. Students in the experimental classes made greater gains in the quality of their na rrative and informative writing than 94 students with learning disabil ities in 10 control classes.