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.

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.

Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students With Learning Disabilities

2016 ◽  
Vol 52 (5) ◽  
pp. 287-294 ◽  
Author(s):  
Stephen Ciullo ◽  
Linda Mason
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Elementary School ◽  
School Readiness ◽  
Writing Instruction ◽  
Upper Elementary ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Upper Elementary School ◽  
Middle School Writing

Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide evidence-based writing instruction that will provide readiness for middle school writing. In this article, three key writing standards are highlighted and then paired with an evidence-based instructional approach for teaching genre-based (i.e., informative, persuasive, narrative) writing instruction, revising and editing, and note taking to students with LD. Teaching procedures and resources are included.

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