Exposition: Reading, writing, and the metacognitive knowledge of learning disabled students

  • Englert C
  • Raphael T
  • Anderson L
  • et al.
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Abstract

Compared to 92 low-achieving and high-achieving students, 46 intermediate grade learning-disabled students wrote compositions, wrote summaries, and produced comprehension recalls that were less organized and contained fewer ideas. Interviews indicated that learning-disabled students possessed less knowledge about processes related to organizing/categorizing ideas and monitoring/revising text. (Author/JDD)

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APA

Englert, C. S., Raphael, T. E., Anderson, L. M., Gregg, S. L., & Anthony, H. M. (1989). Exposition: Reading, writing, and the metacognitive knowledge of learning disabled students. Learning Disabilities Research, 5(1), 5–24.

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