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…

Many students with learning disabilities (LD) struggle to develop text-writing fluency: the skill of accurately and efficiently composing multiple words into sentences and passages understandable to readers. In prior studies, researchers have used instructional assessments to control for task difficulty and identify precise areas of text-writing…

Youth with and at risk for disabilities served in alternative education settings frequently struggle with the writing process, which impedes their ability to communicate ideas and opinions with others. Providing explicit teaching of a writing strategy is necessary for this population of youth. This study examined the effects of self-regulated…

Schools need their writing instruction "simplified." Most classrooms share writing time with another subject, making it difficult for students to receive the direct writing instruction they need. Between the lack of time, increased gaps in writing skills, and inconsistent writing curriculum, teachers are struggling to bring their…

Writing has implications for the academic, vocational, and social pursuits of students. Unfortunately, many students with disabilities -- including those with intellectual and developmental disabilities -- struggle with a foundational aspect of written expression: text writing within sentences and paragraphs. This study used a multiple-baseline…

Research suggests that students with intellectual and developmental disabilities (IDD) struggle to develop writing skills. Paragraph text writing is a component of written expression and refers to the composition of connected text into multiple, related sentences of appropriate semantics, spelling, syntax, and usage (e.g., capitalization and…

Paragraph text-writing refers to constructing multiple words and sentences into the form of a paragraph. It is critical to overall written expression; unfortunately, many students with disabilities struggle to develop it to fluency. The present study investigated the effects of a multicomponent intervention on the accuracy and fluency of paragraph…

We examined effects of intervention on the level and trend of text-writing sequences of students with disabilities and writing difficulties, in addition to potential moderating effects related to student demographics (i.e., disability status, age, gender, and race) and writing task (i.e., sentence, essay, and narrative). We reviewed 18 single-case…

The effect of writing strategy instruction on three middle school students' narrative writing performance in actual classrooms was investigated. The results indicated that the writing strategy instruction improved writing performance of students with and without disabilities, as well as students who were English language learners when provided…

Although most students with specific learning disabilities (SLD) receive instruction in the general education setting (U.S. Department of Education, 2018), their academic outcomes have been found to be poor. Two evidenced-based practices that improve outcomes for students with SLD are explicit instruction and cognitive and metacognitive strategy…

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…

Students with emotional or behavioral disorders (EBD) perform academically below their peers. One area of particular challenge is written expression. Using a multiple-probe design across participants, this study evaluated the effects of GO 4 IT . . . NOW! strategy instruction on the writing skills of three students with EBD, ages 11-14. The…

The inclusion of writing is implicit within the expectations of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), particularly within the science and engineering practices component of the standards. NGSS goals include educating all students in science and engineering and providing the foundational knowledge for…

Interactive Writing (IW) is a powerful support for language and literacy development; however, its emphasis on using oral language to construct written language can present challenges for deaf/Deaf and hard of hearing (d/Dhh) students due to their unique and diverse language experiences. Teachers (n = 14) using Strategic and Interactive Writing…