Tenn.

A study examined whether students, when removed from a video-based context, were able to transfer the writing-related objectives taught within a curriculum to similar writing tasks. Subjects were 24 sixth-grade, learning disabled students enrolled in a resource room language arts program who participated during the first year of a project. Students participated in a news reporting curriculum fur 9 weeks. Group pre- and posttests focusing on writing and comprehension were also administered. Although both video and orally presented prompts produced posttest gains in the number of students who exhibited an increase in the number of categories found in their writing, substantially more students gained in the written/orally presented topic. It appears that the curriculum positively influenced writing when removed from the video context. Students also made gains in comprehending explicit as well a