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Amber B. Ray; Kate E. Connor; Hannah Brenner; Casey Kim – Learning Disability Quarterly, 2025
The ability to write informatively is a skill not only required by the U.S. Common Core State Standards but is also essential for preparing students to be successful in college. The purpose of this exploratory study was to evaluate the effects of a self-regulated strategy development (SRSD) informative writing intervention for high school students…
Descriptors: Writing Instruction, Writing Skills, Intervention, High School Students
Vue, Ge; Hall, Tracey E.; Robinson, Kristin; Ganley, Patricia; Elizalde, Emma; Graham, Steve – Learning Disability Quarterly, 2016
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…
Descriptors: Learning Disabilities, Writing Difficulties, Writing Improvement, Assistive Technology

Graham, Steve – Learning Disability Quarterly, 1999
To minimize the negative impact of handwriting and spelling difficulties of students with learning disabilities, it is proposed that explicit and systematic instruction, as well as incidental or natural learning approaches be used to maximize the development of these two basic writing tools. These approaches are examined. (Author/CR)
Descriptors: Elementary Secondary Education, Handwriting, Learning Disabilities, Spelling

Butler, Deborah L.; Elaschuk, Cory L.; Poole, Shannon – Learning Disability Quarterly, 2000
By reporting three in-depth case studies of adults with learning disabilities, this article clarifies how Strategic Content Learning (SCL) instruction is implemented to promote strategic writing, illustrates how SCL instructional principles can be personalized in response to individuals' needs, and traces the relationships between SCL…
Descriptors: Adults, Case Studies, Instructional Effectiveness, Learning Disabilities

De La Paz, Susan – Learning Disability Quarterly, 1997
Two studies of intermediate grade students with and without learning and writing disabilities evaluated the Self-Regulated Strategy Development model in teaching students how to plan persuasive essays before and during composing. Instructional effects were investigated using different research designs, in different settings, and with different…
Descriptors: Essays, Intermediate Grades, Intervention, Learning Disabilities

Schumaker, Jean B.; Deshler, Donald D. – Learning Disability Quarterly, 2003
This article reviews research associated with instructional programs on writing strategies that are part of the "Learning Strategies Curriculum." The research shows that secondary students with disabilities can learn to use complex writing strategies to such an extent that they can write multi-paragraph themes appropriate for general education…
Descriptors: Curriculum Design, Educational Assessment, Inclusive Schools, Learning Disabilities

Berninger, Virginia W. – Learning Disability Quarterly, 1999
Research evidence is reviewed to show that transcription and working memory processes constrain the development of composition skills in students with and without learning disabilities and that in turn other processes constrain the development of transcription and working memory skills. Interventions for transcription are discussed. (Author/CR)
Descriptors: Elementary Secondary Education, Handwriting, Intervention, Learning Disabilities

MacArthur, Charles A.; And Others – Learning Disability Quarterly, 1995
A model of writing instruction integrating word processing, strategy instruction, and a process approach, within a social context for writing as a meaningful task, was tested with 113 elementary students with learning disabilities. Students in experimental classes made greater gains in quality of their narrative and informative writing than did…
Descriptors: Elementary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies