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Statement-Pie

A Strategy to Improve the Paragraph Writing Skills of Adolescents with Learning Disabilities

Ginger W. Wallace received her EdD from the University of Kentucky and is school psychologist and counselor for the Paris (Kentucky) Independent School District. Dr. Wallace also serves as adjunct professor in the Department of Special Education at Eastern Kentucky University. Her research interests include effective instruction, specifically in the area of written language.

Deborah A. Bott, PhD

Deborah A. Bott earned her PhD from the University of Florida and is an assistant professor in the Department of Special Education at the University of Kentucky. Her research interests involve instructional techniques and mainstreaming models for students identified as mildly handicapped and at risk for school failure. Address: Ginger W. Wallace, 1000 W. Main St., Richmond, KY 40475.

This study investigated the effects of teaching a metacognitive text structure strategy upon the paragraph writing skills of eighth-grade students with learning disabilities. The technique, called Statement-Pie (Hanau, 1974), teaches students to understand the relationship of supporting details to a main idea. Four students were taught to use an outline as a paragraph planning guide, which they then used to convert information into written expository paragraphs. All subjects reached instructional outcome criterion on the writing of comparison/contrast and sequence paragraphs. One week after reaching mastery in the special education classroom, students generalized their paragraph writing skills to other teachers and to different classrooms. The results of this investigation indicate that when provided with direct, intensive instruction in a text structure strategy, adolescents with learning disabilities can improve their skills in paragraph writing.

Journal of Learning Disabilities, Vol. 22, No. 9, 541-543 (1989)
DOI: 10.1177/002221948902200904


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