Abstract
Many children struggle with writing. Idea generation, planning, organizing ideas, editing, and encoding a final text all have a part in a child’s producing a publishable copy. Part of the challenge for these students is how working memory can be overloaded when initially planning and writing at the same time. To address this issue, the author offered eight struggling writers the opportunity to employ a mnemonic strategy entitled STORY, which included verbalizing story ideas while noting them in an illustration with an iPad art app and then later keyboarding the text. The students received intervention programming over 24 sessions, 45 minutes each. All students demonstrated improvement with story content and quality. Two of the lowest-performing students participated in an additional 24 sessions to promote improvement.
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