In this review, we synthesized the most recent decade of published research examining writing interventions for students with learning disabilities. Using electronic searches, we identified experimental, quasi-experimental, and single-subject design studies published in peer-reviewed journals from 2008-2017 that included K-12 students with…

From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K-12 students for specific learning disabilities (SLD). The second edition gives increased attention to…

This article considers the topic of motivation for writing, and explores connections between writing interventions and motivation. We review the extant literature with K12 students who participated in writing interventions and examine the motivation outcomes in those studies to determine whether improvements in writing ability also led to…

Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of…

Scripted lesson plans and/or professional development alone may not be sufficient to encourage teachers to reflect on the quality of their teaching and improve their teaching. One learning tool that teachers may use to improve their teaching is Lesson Study (LS). LS is a collaborative process involving educators, based on concepts of iteration and…

This article provides recommendations for teachers to better prepare 3rd through 12th grade students with learning disabilities for large-scale writing assessments. The variation across large-scale writing assessments and the multiple needs of struggling writers indicate the need for test preparation to be embedded within a comprehensive,…

This study examined the effects of an intervention in writing with digital interactive books. To improve the writing skills of seventh- and eighth-grade students with a learning disability in reading, we conducted a quasi-experimental study in which the students read interactive digital books (i-books), took notes, wrote summaries, and acted as…

Literacy is a complex set of skills that comprise the interrelated processes of reading and writing required within varied socio-cultural contexts. Underdeveloped literacy skills have profound consequences for students, families, and society. These effects are academic, social, emotional, and economic in nature. Students with learning disabilities…

This book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments. Prominent experts illuminate the nature of writing difficulties and offer practical suggestions for building students' skills at the word,…

This article reviews research examining technical features of curriculum-based measurement (CBM) in written expression. Twenty-eight technical reports and published articles are included in this review. Studies examining the development and technical adequacy of measures of written expression are summarized, beginning with research conducted at…

Proposes that reluctant writers' motivation can be enhanced by using a simple writing format, by allowing students to write in areas of strong interest, and by giving much reassurance. Stresses that success in an endeavor is essential to motivation and achievement. (SR)

The author suggests an intellectual approach to teaching learning handicapped students to write. The effectiveness of the developmental writing approach is supported by a study in which teachers were trained according to five propositions, including that all writing is thoughtful, and that writing is concerned with content. (CL)

Teachers can increase the written production of learning disabled students by using mnemonic strategies when planning and teaching written expression skills. The STARS (Structure Talking Assistance Reinforcement Self-Management) procedure is designed to provide the motivational remediation that encourages students with limited writing skills to…

The article examines writing characteristics of learning disabled students in five areas (planning, content generation, framing, production, and revising) and reviews remedial teaching techniques appropriate for each area. (DB)

This article presents a writing process wheel that has been designed as a task-specific tool for assisting teachers of students with learning disabilities to develop writing competence. The wheel displays five writing stages (prewriting, drafting, revising, editing, and publication) in a circular fashion with appropriate activities for each stage.…