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Knowledge of Writing and the Composing Process, Attitude Toward Writing, and Self-Efficacy for Students With and Without Learning DisabilitiesSteve Graham is a professor of special education at the University of Maryland. He received his EdD from the University of Kansas and has previously taught at Auburn and Purdue universities. His research interests include writing and reading instruction and the application of strategy instruction to academic areas. Address: Steve Graham, University of Maryland, Department of Special Education, College Park, MD 20742.
Shirley S. Schwartz is an assistant professor at Trinity College. Previously, she was the coordinator of the Computers and Writing Instruction Project at the University of Maryland. She received her PhD in 1991 from the University of Maryland. Research interests include the study of cognitive and metacognitive strategies in classroom settings, the social and cognitive processes involved in writing, training teachers to implement strategy instruction, and the instructional discourse of teachers in problem-solving contexts.
Charles A. MacArthur is the director of the Computers and Writing Instruction Project at the University of Maryland. He received his PhD from American University. Research interests include the cognitive and social processes involved in writing, applications of computers in writing and reading instruction, and the innovation processes involved in implementation of microcomputer programs in the schools. Twenty-nine seventh- and eighth-grade (21 males and 8 females) and 10 fourth- and fifth-grade (7 males and 3 females) students with learning disabilities, as well as 18 seventh- and eighth-grade (14 males and 4 females) and 11 fourth- and fifth-grade (7 males and 4 females) normally achieving students, were administered an interview designed to assess their knowledge of writing and the composing process, attitude toward writing, and self-efficacy as a writer. Students with learning disabilities were found to have less mature conceptualizations of writing than their normally achieving counterparts. Furthermore, while students with learning disabilities were generally positive about writing, they viewed it less favorably than their regular classmates. Finally, there were no differences between the two groups of students in their evaluations of their competence in either writing or carrying out the processes underlying effective composing.
Journal of Learning Disabilities, Vol. 26, No. 4,
237-249 (1993) This article has been cited by other articles:
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