{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T21:42:20Z","timestamp":1790890940928,"version":"4.1.0"},"reference-count":20,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2008,11,5]],"date-time":"2008-11-05T00:00:00Z","timestamp":1225843200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2009,1]]},"abstract":"<jats:p>Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students with reading and writing disabilities. Students were assigned via a stratified random sample to treatment or control group. Student scores were also compared to students without learning disabilities nominated by teachers as average writers. A 6-step essay strategy was taught that included analyzing the essay prompt, outlining, writing a response, and reviewing the answer. On the posttest, intervention group students significantly outperformed control group students on essay measures related to strategy use, content, and organization. There was no significant difference between treatment group and students without learning disabilities on posttest measures of content and organization.<\/jats:p>","DOI":"10.1177\/0022219408326218","type":"journal-article","created":{"date-parts":[[2008,12,22]],"date-time":"2008-12-22T14:33:28Z","timestamp":1229956408000},"page":"14-23","source":"Crossref","is-referenced-by-count":20,"title":["Effectiveness of a Test-Taking Strategy on Achievement in Essay Tests for Students With Learning Disabilities"],"prefix":"10.1177","volume":"42","author":[{"given":"William J.","family":"Therrien","sequence":"first","affiliation":[{"name":"University of Iowa, Iowa City"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Charles","family":"Hughes","sequence":"additional","affiliation":[{"name":"The Pennsylvania State University, University Park"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Cory","family":"Kapelski","sequence":"additional","affiliation":[{"name":"Robinson Secondary School, Fairfax, Virginia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kouider","family":"Mokhtari","sequence":"additional","affiliation":[{"name":"Iowa State University, Ames"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2008,11,5]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1207\/sldrp1402_3"},{"key":"atypb2","volume-title":"Teaching adolescents with learning disabilities: Strategies and methods","author":"Deshler, D.D.","year":"1996","edition":"2"},{"key":"atypb3","first-page":"5","volume":"5","author":"Englert, C.","year":"1989","journal-title":"Learning Disabilities Research"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1086\/499668"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.81.3.353"},{"key":"atypb6","doi-asserted-by":"crossref","unstructured":"Graham, S. & Harris, K.R. (1994). The role of self-regulation in the writing process . In D. Schunk & B. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 203-228). Hillsdale, NJ: Erlbaum.","DOI":"10.4324\/9780203763353-9"},{"key":"atypb7","unstructured":"Graham, S. & Harris, K.G. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of research on learning disabilities (pp. 323-344). New York: Guilford."},{"key":"atypb8","volume-title":"Writing next: Effective strategies to improve writing of adolescents in middle and high school","author":"Graham, S.","year":"2007"},{"key":"atypb9","volume-title":"The Essay Test-Taking Strategy","author":"Hughes, C.A.","year":"2005"},{"key":"atypb10","volume-title":"Effects of an essay strategy on the quality of adolescents with learning disabilities' responses to general education classroom essay tests","author":"Hughes, C.A.","year":"2000"},{"key":"atypb11","first-page":"183","volume":"98","author":"Isaacson, S.L.","year":"1996","journal-title":"The Volta Review"},{"key":"atypb12","doi-asserted-by":"publisher","DOI":"10.1177\/002246698702100304"},{"key":"atypb13","doi-asserted-by":"publisher","DOI":"10.1177\/002221949102401001"},{"key":"atypb14","first-page":"1","volume":"30","author":"Olson, L.","year":"2000","journal-title":"Education Week"},{"key":"atypb15","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.91.2.230"},{"key":"atypb16","volume-title":"The nation's report card: Writing 2002 (NCES 2003-529; U.S. Department of Education, Institute of Education Science, National Center for Education Statistics)","author":"Persky, H.R.","year":"2003"},{"key":"atypb17","volume-title":"Analytical trait scoring guide","author":"Spandel, V.","year":"1993"},{"key":"atypb18","volume-title":"Twenty-second annual report to congress on the implementation of the Individuals with Disabilities Act","author":"U.S. Department of Education, Office of Special Education Programs.","year":"2002"},{"key":"atypb19","doi-asserted-by":"publisher","DOI":"10.1177\/002221949602900209"},{"issue":"23","key":"atypb20","author":"Ysseldyke, J.","year":"1998","journal-title":"Tech. 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