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…

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…

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…

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…

Poor writers generally spend little time developing an outline and otherwise planning written assignments before composing them. Far too many students in elementary and secondary education fall behind in their planning and composition skills because they do not receive appropriate instruction. In this single-case study, we tested the effects of an…

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

The purpose of this study is to examine the effects of email modeling and scaffolding on the social writing quality of students with cognitive disabilities. Ten students from a university-affiliated lab school (mean age = 19.3; SD = 1.2) with an average of IQ of 55.30 (SD = 5.98) and 10 teacher candidates in a university teacher education…

Conducting focus groups with target audiences to assess user needs is a critical step in the process of designing and developing a web-based writing environment. This descriptive study examined focus group data gathered to address two questions: First, do data from focus groups affirm and expand our understanding of writing and writing development…

Students with learning disabilities in writing often experience challenges with many or all of the components of creating text. According to the National Center for Education Statistics (2012), 95% of 8th- and 12th-grade students with disabilities failed to score within the proficient range in writing. This multiple-baseline-across-participants…

One validated model for teaching strategies to less skilled writers is the self-regulated strategy development (SRSD) approach. This method has been used to successfully improve the writing of children with learning disabilities and has recently been extended to students with emotional and behavioral disorders and attention-deficit/hyperactivity…

Self-Regulated Strategy Development (SRSD) is a well-established, thoroughly validated instructional model used to teach a variety of writing strategies to elementary, middle, and high school aged students. In this article, an overview of SRSD is presented. Specifically, this includes a discussion about why students struggle with various aspects…

Students with learning disabilities (LD) often experience difficulties in writing fluently and using a diversity of words. To help these students, specific and effective writing strategies must be incorporated into instruction and demonstrated to them through modeling. This study examined the effectiveness of using a story map and story map…

Following less than 8 hr of instruction in the use of strategies to facilitate planning, self-regulation, and revising while writing opinion essays, a group of 3 middle school students with learning disabilities (LD) made substantial gains in each of 5 quality traits on which their papers were scored. On average, posttest scores of students with…

A study examined the effectiveness of a highly explicit, teacher-directed instructional routine used to teach three planning strategies to 20 fourth-fifth graders with learning disabilities. In comparison to peers who received process writing instruction, those taught goal setting, brainstorming, and organizing spent more time planning stories and…

Fifteen high-school students with learning disabilities were taught the acronym POWER (plan, organize, write, edit, and revise) and how to use self-instruction to improve their writing performance. Strategy instruction had a significant impact on students' writing performance with an increase in the quality and quantity of written products.…