In this single-subject design study, we examined the effects of an intervention targeting planning and self-regulation strategy use on the persuasive writing of children with high-functioning autism spectrum disorders (ASD). Three 8- to 9-year-old children with ASD in third and fourth grades learned a mnemonic-based strategy for planning and…

Three methods of teaching spelling in classrooms are reviewed and critiqued from the standpoint of the poor speller. Activities vary in the extent to which they draw children's attention to phonological, orthographic, and meaning patterns. Activities and modifications shown to enhance the performance of poor spellers are presented. (Contains…

This article considers classroom instruction in reading and writing for children with severe speech and physical impairments (e.g., cerebral palsy). A model of classroom instruction (involving teacher characteristics, context, process, and product) is offered, effective instructional strategies are identified, and recommendations are made to…