scholarly journals The Effects of Writing Instruction with Self-Regulated Strategy Development on the Narrative Composition of Students with Learning Disabilities

2013 ◽  
Vol 18 (4) ◽  
pp. 402-416
Author(s):  
Minjung Kim ◽  
Aehwa Kim
Keyword(s):  
Learning Disabilities ◽  
Writing Instruction ◽  
Strategy Development ◽  
Students With Learning Disabilities

Writing and Writing Instruction for Students with Learning Disabilities: Review of a Research Program

1991 ◽  
Vol 14 (2) ◽  
pp. 89-114 ◽  
Author(s):  
Steve Graham ◽  
Karen R. Harris ◽  
Charles A. MacArthur ◽  
Shirley Schwartz
Keyword(s):  
Learning Disabilities ◽  
Writing Instruction ◽  
Research Program ◽  
Students With Learning Disabilities

Science Writing Intervention Research for Students With and At Risk for Learning Disabilities, and English Learners: A Systematic Review

2021 ◽  
pp. 073194872110182
Author(s):  
Yewon Lee ◽  
Susan De La Paz
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
Learning Disabilities ◽  
Writing Instruction ◽  
English Learners ◽  
Cognitive Skills ◽  
Science Writing ◽  
Students With Learning Disabilities ◽  
Students With Ld ◽  
Writing In Science

Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. Yet, we know very little about how to support students with learning disabilities (LD) or who are English learners (EL) when asked to write for authentic purposes during science instruction. Therefore, we conducted a systematic review of 14 high-quality studies to identify effective writing instruction elements for students with LD, those who are EL, and for at-risk learners more generally. We analyzed the studies according to purpose, participants, dependent variables, and interventions. Then, we categorized instructional elements into two broad types of support: (a) cognitive skills and processes, and (b) linguistic skills and processes. Quantitative analyses showed students (regardless of disability or language status) who received structured cognitive instruction on text features demonstrated substantial growth in writing. Conversely, although language in science differs from everyday language, it is absent from this literature. Thus, our findings provide insights into necessary cognitive and linguistic supports for these students, and implications for designing effective writing instruction.

How to Overcome the Challenge of Teaching Students With Learning Disabilities to Use Technology

2020 ◽  
pp. 174-190
Author(s):  
David Rago
Keyword(s):  
Learning Disabilities ◽  
Universal Design For Learning ◽  
Strategy Development ◽  
Specific Information ◽  
Students With Learning Disabilities ◽  
Web Based ◽  
Simple Strategy ◽  
Design For Learning ◽  
Nonprofit Education ◽  
Struggling Student

Teaching students how to use the technology is the first step to integrating the technology into instructional practice. This chapter shows how to teach students with a learning disability (LD) to use a web-based publishing tool using a simple strategy. The strategy is TAP(S)3. The strategy was developed on the principles of the self-regulated strategy development (SRSD) model and the strategic instruction model (SIM). SRSD and SIM principles are evidence-based and focus on helping the struggling student succeed academically. SRSD and SIM focus intensively on writing instruction. The web-based publishing tool used as an example in this chapter is Book-Builder. Book-Builder was developed by CAST on the principles of universal design for learning (UDL). CAST is a nonprofit education research organization. Specific information about the organization can be found at http://www.cast.org/.

Evaluation of a Writing Instruction Model that Integrated a Process Approach, Strategy Instruction, and Word Processing

1995 ◽  
Vol 18 (4) ◽  
pp. 278-291 ◽  
Author(s):  
Charles A. MacArthur ◽  
Steve Graham ◽  
Shirley S. Schwartz ◽  
William D. Schafer
Keyword(s):  
Learning Disabilities ◽  
Writing Instruction ◽  
Word Processing ◽  
Strategy Instruction ◽  
Process Approach ◽  
Writing Strategies ◽  
Students With Learning Disabilities ◽  
Classroom Structure ◽  
School Year

This study evaluated the effectiveness of a model of writing instruction that integrated word processing, strategy instruction, and a process approach. Teachers established a social context for writing in which students worked on meaningful tasks, shared their writing with peers, and published their work for real audiences. The classroom structure supported extended cycles of planning, drafting, and revising. Teachers supported the development of writing strategies through conferencing and explicit instruction in strategies for planning and revising. Word processing supported fluent production of text, revising, and publishing. The experimental model was implemented for a full school year in 12 classes with 113 students with learning disabilities. Students in the experimental classes made greater gains in the quality of their narrative and informative writing than 94 students with learning disabilities in 10 control classes.

Promoting Self-Advocacy Through Persuasive Writing for English Learners With Learning Disabilities

2019 ◽  
Vol 39 (2) ◽  
pp. 82-90
Author(s):  
Sara Jozwik ◽  
Yojanna Cuenca-Carlino
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Writing Instruction ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Persuasive Writing ◽  
Strategy Development ◽  
Self Advocacy ◽  
Written Text

Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.

Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities

2019 ◽  
Vol 45 (1) ◽  
pp. 122-146 ◽  
Author(s):  
Stephen Ciullo ◽  
Linda H. Mason ◽  
Laura Judd
Keyword(s):  
Learning Disabilities ◽  
Reading Interventions ◽  
Persuasive Writing ◽  
Multiple Baseline ◽  
Strategy Development ◽  
Students With Learning Disabilities ◽  
Baseline Design ◽  
Writing Students ◽  
Students With Ld ◽  
Essay Quality

Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quality and writing length. Implications for future integrated writing and reading interventions are provided.

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