Abstract
In this study we investigated an editing strategy to develop effective proofreading skills (i.e., mechanics and substantive revisions) within electronic texts through an experimental pre- and posttest group design with random assignment. Fifteen college students with intellectual and developmental disabilities participated in this investigation. The results of this study reveal a significant positive difference for the EDIT Strategy instruction group when compared with the non-intervention group for the total number and type of editing errors corrected in the posttest and follow-up 5 and 11-week maintenance phases. The findings support the use of the EDIT Strategy with study participants in improving the editing skills of postsecondary learners with intellectual and developmental disabilities.
| Original language | English |
|---|---|
| Pages (from-to) | 422-436 |
| Number of pages | 15 |
| Journal | Education and Training in Autism and Developmental Disabilities |
| Volume | 52 |
| Issue number | 4 |
| State | Published - 1 Dec 2017 |