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Training effects were investigated using a multiple-baseline across-subjects design, with multiple probes in baseline. Strategy instruction had a positive effect on students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and teacher. Evidence for generalization to a second genre, story writing, was also obtained. The students and their special education teacher recommended the use of the strategy with other students.<\/jats:p>","DOI":"10.1177\/001440298905600305","type":"journal-article","created":{"date-parts":[[2017,1,19]],"date-time":"2017-01-19T04:15:57Z","timestamp":1484799357000},"page":"201-214","source":"Crossref","is-referenced-by-count":150,"title":["Improving Learning Disabled Students' Skills at Composing Essays: Self-Instructional Strategy Training"],"prefix":"10.1177","volume":"56","author":[{"given":"Steve","family":"Graham","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Karen R.","family":"Harris","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[1989,11,1]]},"reference":[{"key":"bibr1-001440298905600305","doi-asserted-by":"publisher","DOI":"10.1037\/0022-3514.41.3.586"},{"key":"bibr2-001440298905600305","first-page":"77","volume-title":"Cognitive development","volume":"3","author":"Brown A. 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