Many students with learning disabilities struggle with sentence writing fluency, the skill of quickly and accurately generating words that follow rules of semantics, spelling, syntax, and usage within sentence structures understandable to readers. Students who struggle with sentence writing fluency may face difficulty fully expressing their ideas…

Writing is a complex activity requiring a wide range of skills. Sentence construction, a foundational writing skill, is necessary for paragraph and composition writing. Unfortunately, many current approaches to teaching writing place a priority on the product--focusing on teaching the process of writing lengthy pieces rather than providing…

Editing and revising is a necessary, yet complex, stage of the writing process that is challenging for students with and without disabilities. One solution to improve overall writing outcomes is with strategy instruction, such as the Strategic Instruction Model for writing. More specifically, strategies such as the Error Monitoring Strategy, that…

Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, however, there are few research-based instructional approaches for teaching argument writing for these students. The present article responds to this…

Students with disabilities need high-quality instruction to effectively wield writing as a tool to powerfully shape both academic and economic outcomes. Self-regulated strategy development (SRSD) is a powerful intervention demonstrated to improve student growth and writing performance for students with learning disabilities, emotional and…

Since specific learning disabilities (SLD) are widely observed among students with special needs, it is considered in the high-incidence disabilities category of special education. Students with SLD experience academic problems in reading, writing and mathematics, and difficulty in written expression is among their prominent characteristics. The…

In this study, the POW + C-SPACE ("Pick my idea-Organize my notes-Write and say more + Characters-Setting-Purpose-Action-Conclusion-Emotions") strategy developed on the basis of the self-regulated strategy development model (SRSDM) was presented through families to improve the story-writing skills of children with writing difficulties…

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…

The purpose of this study was to examine the impact of the Livescribe™ Symphony smartpen and the Cornell note-taking strategy on the lecture comprehension and quality of written notes of college student-athletes with learning disabilities. To explore educational tools and strategies that can assist students with learning disabilities in overcoming…

Purpose: Students with learning disabilities (LD) often struggle to initiate writing tasks and have difficulty devoting sufficient resources to complete written compositions. Educators must determine the most effective writing instruction to help these students. Evidence-based educational practices benefit from research reviews such as systematic…

A commonly used method for supporting the writing of students with learning disabilities (LD), graphic organizers have been shown to effectively support instruction for students with LD in a variety of content areas (Dexter & Hughes, 2011). Students with LD often struggle with the process of developing their ideas into organized sentences; the…

This dissertation explored the lived experiences of undergraduate and graduate students with learning disabilities and learning-affected disorders within the context of the college writing classroom. Utilizing a critical incident technique (CIT) framework, the dissertation inquired about the writing processes, learning styles, decisions regarding…

This study investigated students' use of assistive technology (AT) tools within the context of Plan, Organize, Write, Edit, Revise (POWER) strategy instruction for writing explanations. Instruction took place in a fifth-grade classroom that included four students with learning, attention, or emotional disabilities and 19 peers without…

Most students who struggle with writing have particular trouble with planning a text. They do not find themselves sufficiently able to generate content and organize the ideas they wish to address into a coherent order. STOP & LIST is a well-proven strategy that has the potential to help students mold an internal representation of the text in…

The aim of this study is to examine the effectiveness of the Stop & List strategy instruction on the descriptive text writing performances of students with learning disabilities. e intervention was planned according to the Self-Regulation Strategies Development instructional framework. Three Turkish-speaking fourth-grade students who were…