Improving the Compositions of Students with Learning Disabilities Using a Strategy Involving Product and Process Goal Setting

Graham, Steve; MacArthur, Charles A.; Schwartz, Shirley; Page-Voth, Victoria

doi:10.1177/001440299205800405

Cited by 91 publications

(72 citation statements)

References 17 publications

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“…During and after writing, these goals are assessed to determine whether a student needs to redefine the goals or continue with the writing process. In a study by Graham, MacArthur, Schwartz, and Voth (1992), students chose from a list of goals that they felt their paper should accomplish. Students were then taught a strategy that broke the writing task into several parts: (a) generate product and process goals, (b) develop notes, (c) organize notes, (d) write and continue the process of planning, and (e) evaluate success at obtaining goals.…”

Section: Writing Difficulties Exhibited By Students With Learning Dismentioning

confidence: 99%

“…With SRSD, students collaborate in the development of strategies for planning and revising as well as in developing procedures for regulating the use of these strategies, the writing task, and individual cognitive and behavioral characteristics (such as impulsivity) that may impede writing performance. This approach has been successful in helping students with LD develop strategies for brainstorming (Harris & Graham, 1985), semantic webbing (MacArthur, Schwartz, Graham, Molloy, & Harris, 1996), using text structure to generate possible writing content (Danoff, Harris, & Graham, 1993;De La Paz & Graham, 1997;Graham & Harris, 1989), setting goals , peer response in revising , and revising for both mechanics and substance (Graham et al, 1992). In over 15 studies conducted to date by Harris, Graham, and their colleagues, or by independent researchers, SRSD has provided an effective means for teaching writing and self-regulation strategies to students with LD, resulting in improvements in both the quantity and quality of writing (cf.…”

Section: Introductionmentioning

confidence: 99%

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The effectiveness of a program based on self-regulated strategy development on the writing skills of writing-disabled secondary school students

Mourad

2017

EJREP

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Section: Writing Difficulties Exhibited By Students With Learning Dismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effectiveness of a program based on self-regulated strategy development on the writing skills of writing-disabled secondary school students

Mourad

2017

EJREP

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“…These include a variety of planning and revising strategies including semantic webbing (MacArthur, Schwartz, Graham, Molloy, & Harris, 1996); brainstorming (Harris & Graham, 1985); using text structure to generate writing content (De La Paz & Graham, 1997a;1997b); goal setting (Graham, MacArthur, Schwartz & Voth, 1992); revising using peer feedback (MacArthur, Schwartz, & Graham, 1991); and revising for both mechanics and substance (Graham & MacArthur, 1988;Graham, MacArthur, & Schwartz, 1995). These strategies have proven effective in teaching students to self-regulate their performance, resulting in substantial improvements in four aspects of students' performance: quality of writing, knowledge of writing, approach to writing, and self-efficacy (Graham, Harris, & Troia, 1998).…”

Section: Development Of Self-regulated Strategies (Srsd)mentioning

confidence: 99%

Teaching Writing Strategies and Self-Regulation Procedures To Middle School Students with Learning Disabilities

Paz¹

2017

focusXchild

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In 1992, the U.S. Department of Education awarded a major grant to the National Council of Teachers of English (NCTE) and the International Reading Association (IRA) to define content standards for the English language arts, grades K-12. After more than 3 years and the involvement of thousands of contributors (including teachers, parents, administrators, researchers, and policy analysts), a set of 12 standards was established, defining what the IRA and NCTE believe students should know and be able to do with language by the time they complete their secondary schooling (NCTE/IRA, 1996). These standards, though listed as a set of 12 interrelated ideas, can be subgrouped into areas of understanding (via reading and appreciating text from a variety of cultures, ethnic groups, and so on), language use (including spoken, written, and "visual" language), conducting research (to pose and answer problems via a variety of informational sources), and lifelong learning (as a member of a literate community and for individually set purposes).Three of the English content standards relate directly to written language proficiency, although each was written more broadly to include other forms of language use as well.1. Students are expected to communicate effectively for a variety of audiences and purposes (Standard 4). 2. Students are expected to use different writing process elements strategically (Standard 5). 3. Students are expected to apply knowledge of structure, conventions, genre, and so on to create and analyze texts (Standard 6).Thus, competent writers "are sensitive to the needs of different audiences and to the ways in which the purpose of a communication shapes the kind of ideas and information they choose and the way in which they present them" (NCTE/IRA, 1996, p.34). Moreover, proficient writers have learned to "vary their organizational strategy" depending on whether they are explaining something, arguing, persuading, or telling a story. Students are expected to learn more than individual elements of the writing process, as they should use writing techniques flexibly, knowing when to proceed methodically and when to adopt alternative strategies. Finally, students are charged with having a working knowledge of Susan De La Paz is affiliated with Vanderbilt University. Funds from Vanderbilt University 's Research Council made a portion of this article possible.

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“…Furthermore, Copeland and Hughes (2002) reviewed 17 studies of goal setting by a total of 284 individuals aged 9 to 54 years to conclude that setting goals, along with other instructional strategies, supported increased performance in the targeted area by children and adults with intellectual disabilities. The specific tasks involved in the articles reviewed for goal setting included assembly and sorting tasks (65%), work, cleaning, academic, motor, and visual discrimination tasks.In addition, goal setting has been found to be an effective motivator for students with disabilities (Copeland & Hughes, 2002;Graham, MacArthur, Schwartz, & Page-Voth, 1992). For example, students who set academic goals showed greater increases in their performance than students who did not set goals for improvement (Graham et al, 1992).This trend has held constant for students with both learning disabilities and intellectual disabilities (Copeland & Hughes, 2002;Konrad, Fowler, Walker, Test, & Wood, 2007;Page-Voth & Graham, 1999).…”

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confidence: 99%

Goal Content Analysis for Middle and High School Students With Disabilities

Williams-Diehm

Palmer

Schroer

2010

Career Development for Exceptional Individuals

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Goal setting is associated with self-determination and student involvement in learning. Middle and high school students receiving special education services and corresponding special education teachers across six states were asked to name goals on which the students were working. A comparison of the academic, transition, and social goals named by 332 students was conducted to determine differences between groups. Results are reported by school level and the ability levels of students, evaluating both student-and teacher-reported goals from a written evaluation scenario. Relative grade level in school was shown to be a significant factor for content variation but not ability level. Implications for practice and directions for future research are discussed. Keywords self-determination, goal setting, high school, middle schoolGoal setting is a natural component of adult life displayed through the actions of most successful individuals. People set goals on a daily basis and in almost all facets of life, including work, school, and personal. Interest in goal setting has been around since the 1930s, when the notion of measuring motivation and conscious goals arose (Locke & Latham, 2002). According to Locke and Latham (2002), a goal is defined as "the object or aim of an action, for example, to attain a specific standard of proficiency, usually within a specific time limit" (p. 705). Goals have been studied in the context of self-determination (Wehmeyer & Bolding, 1999). Self-determination refers to an individual's perceived ability to make independent choices in his or her own life; the amount of control a person has over his or her decisions could affect the desire to set or achieve goals (Wehmeyer & Bolding, 1999).Measurable annual academic and functional goals are a requirement of the Individuals with Disabilities Education Act of 2004. Individualized Education Program (IEP) goals must meet the standards within Section 300.320 of the Individuals with Disabilities Education Act, which mention goals designed to meet the needs of individuals with disabilities, enabling them to be involved in and make progress in the general education curriculum. Thus, IEP goals must contain a description of how a child's progress toward the completion of these annual goals will be measured and the process for reporting progress on annual goals. Transition goals are also a required IEP component for students aged 16 years and older, or 14 years in some states that passed additional legislation to change the age for transition requirements. Therefore, the progress of IEP goals provides guid ance for the education and progress of students with disabilities. Although the goals discussed within this article would not be classified as official annual IEP goals, the process of understanding and setting goals and goal accomplishment is critical to both the IEP process and the skill of goal attainment within self-determination.A definition of self-determination suggested by Wehmeyer (2006) views the construct of self-determination as "...

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Improving the Compositions of Students with Learning Disabilities Using a Strategy Involving Product and Process Goal Setting

Cited by 91 publications

References 17 publications

The effectiveness of a program based on self-regulated strategy development on the writing skills of writing-disabled secondary school students

The effectiveness of a program based on self-regulated strategy development on the writing skills of writing-disabled secondary school students

Teaching Writing Strategies and Self-Regulation Procedures To Middle School Students with Learning Disabilities

Goal Content Analysis for Middle and High School Students With Disabilities

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