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Individuals with Disabilities…1
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Shawn M. Datchuk; Leah M. Zimmermann; Kyle Wagner; Apryl L. Poch – TEACHING Exceptional Children, 2024
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…
Descriptors: Students with Disabilities, Learning Disabilities, Sentences, Teaching Methods
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Brennan W. Chandler; Kristin L. Sayeski – TEACHING Exceptional Children, 2024
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…
Descriptors: Writing Instruction, Writing Skills, Sentences, Students with Disabilities
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Amber B. Ray; Kate E. Connor; Hannah Brenner; Casey Kim – Learning Disability Quarterly, 2025
The ability to write informatively is a skill not only required by the U.S. Common Core State Standards but is also essential for preparing students to be successful in college. The purpose of this exploratory study was to evaluate the effects of a self-regulated strategy development (SRSD) informative writing intervention for high school students…
Descriptors: Writing Instruction, Writing Skills, Intervention, High School Students
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Samantha R. Goldman; Adam Carreon; Sean J. Smith – Journal of Special Education Technology, 2024
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…
Descriptors: Editing, Revision (Written Composition), Writing Strategies, Alignment (Education)
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De La Paz, Susan; Levin, Daniel M.; Butler, Cameron – Written Communication, 2023
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…
Descriptors: Writing Instruction, Teaching Methods, Students with Disabilities, Writing (Composition)
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Amber B. Ray; Erin FitzPatrick – TEACHING Exceptional Children, 2024
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…
Descriptors: Metacognition, Self Efficacy, Writing Skills, Students with Disabilities
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Ögulmus, Kürsat; Melekoglu, Macid Ayhan – Educational Policy Analysis and Strategic Research, 2021
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…
Descriptors: Learning Disabilities, Students with Disabilities, Writing Skills, Skill Development
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Ögülmüs, Kürsat – Journal of Pedagogical Research, 2021
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…
Descriptors: Writing Strategies, Story Telling, Writing (Composition), Mothers
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Jozwik, Sara; Cuenca-Carlino, Yojanna – Rural Special Education Quarterly, 2020
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…
Descriptors: Self Advocacy, Persuasive Discourse, English Language Learners, Students with Disabilities
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Roitsch, Jane; Gumpert, Mindy; Springle, Alisha; Raymer, Anastasia M. – Reading & Writing Quarterly, 2021
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…
Descriptors: Writing Instruction, Writing Strategies, Writing Improvement, Evidence Based Practice
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Ewoldt, Kathy B.; Morgan, Joseph John – TEACHING Exceptional Children, 2017
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…
Descriptors: Learning Disabilities, Writing Instruction, Teaching Methods, Instructional Materials
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Jozwik, Sara; Karlan, George Peterson; Kaczorowski, Tara – Journal of International Special Needs Education, 2020
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…
Descriptors: Instructional Effectiveness, Assistive Technology, Students with Disabilities, Learning Disabilities
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Nobel, Kerstin; Grünke, Matthias – Insights into Learning Disabilities, 2020
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…
Descriptors: Writing Instruction, Computer Assisted Instruction, Writing Skills, Writing (Composition)
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Özbek, Ahmet Bilal; Tülü, Burcu Kiliç; Ergül, Cevriye – Insights into Learning Disabilities, 2019
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…
Descriptors: Intervention, Writing Skills, Writing Improvement, Learning Disabilities
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Kaldenberg, Erica R.; Ganzeveld, Paula; Hosp, John L.; Rodgers, Derek B. – Psychology in the Schools, 2016
Twenty-three single-subject studies aimed at improving the writing achievement of students identified as having a learning disability were analyzed meta-analytically. The effect size phi was used to compare the writing strategies. The dependent measures used to assess the efficacy of the interventions were also coded and reviewed. Results suggest…
Descriptors: Learning Disabilities, Intervention, Writing Achievement, Writing Improvement
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