Writing a class novel can help learning disabled students integrate such previously isolated skills as use of introductory and ending statements and transitional words. Pre-writing, committee writing, and concluding activities are suggested. (CL)

A teacher of secondary learning disabled students describes how she began to work on her students' writing skills by incorporating a five-minute writing exercise into the beginning of each class. In addition to increased interest in writing, the approach also improved classroom management by the comfortable routine. (CL)

Seven remedial exercises designed to integrate reading and writing skills for learning disabled students are presented. The exercises, part of a model communicative writing program, focus on copying, automatic writing, restoring deleted words, outlining, paraphrasing, projection, and correspondence. Examples of student writing are included. (CL)

Learning disabled students can perform tasks to understand seven "metagrammars," organizational structures in writing: (1) narration, (2) chronology, (3) location, (4) analogy, (5) origin, (6) taxonomy, and (7) description. Charts can sensitize students to the various types of organizations. (CL)

Exercises in 10 prewriting skill areas (scribbling, imitation, tracing, completion, discrimination, automatic writing, cued writing, free associating, ordered writing, and message writing) are suggested to help students with writing disabilities. The exercises are explained to help in identifying as well as remediating the problem. (CL)

Roger Garrison's tutorial approach to writing instruction was adapted for elementary learning disabled (LD) students. The writing laboratory allowed fourth and fifth grade LD students to write and receive feedback on essays in which they expressed their own thoughts and feelings. (CL)

Suggestions are given to teachers of learning disabled students regarding writing instruction. Six pointers concern techniques to avoid (such as overemphasis on grammatical errors) as well as approaches to provide appropriate feedback (such as offering individualized feedback, preferably at the prewriting stage). (CL)

The process/conference model of writing instruction is described for intermediate-level learning disabled students. Students proceed through several stages of writing (rehearsal, drafting, revising, editing, and rewriting) during which they have conferences with the teacher and eventually publish their writing. (CL)

The writing of learning disabled students can help teachers diagnose reasons for spelling errors and view spelling performance in terms of developmental factors. Further, practice in writing can provide opportunities for self-correction via modeling adult spelling. (CL)

Sentence-combining exercises, which require students to combine simple sentences in any way they wish, have helped learning disabled elementary children improve skills in writing, reading, and spelling. The exercises are flexible, motivating, and simple to design. (CL)

A teacher of secondary learning disabled students describes an effective way of teaching grammar, mechanics, and usage by focusing on revising and editing of the students' own work. (CL)

Intermediate students in a class for the educationally handicapped were given access to a word processor so that they could spend their energies on organizing ideas rather than on using the pencil and paper. Students revised the printed copies of their assignments and received final copies without mistakes. (CL)

Remedial tactics are offered for five problem areas in written expression: (1) difficulty beginning, (2) problems translating ideas to paper, (3) poor re-writing or editing, (4) lack of motivation to become involved in a writing assignment, and (5) difficulties in note-taking during class instruction. (CL)

A learning disabled teenager with vision and language impairments learned to read in a summer session using microcomputers in creative writing. The teacher emphasized his interests in selecting reading materials and stressed the ability to relate concepts verbally. (CL)