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The Impact of Mini-Lessons on Writing Skills

Cindy L. Dowis is a special education coordinator with the Rockford Public Schools in Illinois. Dr. Dowis graduated from the University of Missouri at Columbia in 1991. Her research interests include the writing process, students with mild to moderate handicaps, and classroom management techniques related to independent skills for students with moderate to severe handicaps.

Patrick Schloss

Patrick J. Schloss is professor of special education and director of the Office of Research and Development in the College of Education at The University of Missouri. Dr. Schloss has authored numerous texts and periodicals focusing on instructional methods for students with mild and moderate disabilities. Address: Cindy L. Dowis, 1841 Bright View Dr., Loves Park, IL 61111.

The effects of mini-lessons on writing skills during whole-group instruction were investigated. Four sixthgrade students with learning disabilities in two classrooms were taught two skills during the writing process by the teacher in the general classroom. The two skills taught were the use of adverbial phrases and the use ofpossessives. The replicated multiple baseline across behaviors with counterbalancing orders demonstrated increases in the skills for three of the four students. Limitations of this study are seen in the ascending baseline of two of the eight baselines. The ascending baselines may be due to the students hearing the instructions for the skill being taught to the other group. The results indicate that mini-lessons during the writing process in general classroom instruction can be employed to teach skills to students with learning disabilities. The results from the treatment and the maintenance phase support the use of mini-lessons to increase learning of skills for students with learning disabilities.

Remedial and Special Education, Vol. 13, No. 5, 34-42 (1992)
DOI: 10.1177/074193259201300506


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