One aim of this article is to shift mindsets from the traditional identification of written language abilities that are "missing" in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL)…

Middle school learners with disabilities, particularly learning disabilities, struggle with organizing their thoughts, expressing their ideas, spelling, the use of content vocabulary, the mechanics of writing, fluency, and overall, the primary elements of written expression (Graham et al., 2015). While writing complicates learning for students…

Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded…

Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their…

Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their…

The purpose of this paper is to give an overview of the current research involving composition writing with respect to students experiencing difficulties. It responds to the fact that composition writing is a largely neglected area in education and research. This paper will review the following: (a) the reasons why writing competence is so vitally…

Twenty-three students with varying academic and linguistic profiles were taught a strategy for revising expository essays, using the Self-Regulated Strategy Development model for instruction. Students learned basic revising tactics and to consider text structure as they managed decisions on how to improve their essays. Instructional effects were…

Many students exhibit a special type of learning disability in writing. Yet, teachers spend relatively little time helping children and youth with severe writing difficulties overcome their struggles or prevent emerging problems from becoming more severe. A major reason for this lack of attention is that many educators feel overburdened by the…

This study investigated effects of background music on writing performance of nine 6th grade students with learning disabilities at one suburban public elementary school in the mid-Atlantic region of the United States. A single-subject A-B-A design was utilized, and results from graded writing prompts with and without background music over 21…

Students learned a strategy for planning, writing, and evaluating compare-contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students, 3 with learning disabilities in writing and 3…

Creating well constructed sentences is challenging for most writers. For less skilled writers, including writers with learning disabilities (LD), it can be even more difficult. These writers generally produce less syntactically complex sentences that contain more grammatical errors. They may also produce sentences that are shorter; have higher…

Offers suggestions for teaching dyslexic students from a graduate student who teaches composition and is himself dyslexic. Recommends the following strategies: one-on-one help, study skills assignments, individual strategies, step-by-step process, oral discussion, topics of interest to the student, and questions to build confidence. (PA)

Describes six remedial activities that teachers can use to help their learning-disabled students improve their handwriting. Provides a rationale and a step-by-step example to illustrate how to carry out each activity. (MS)

Notes the increasing number of learning-disabled (LD) students in college writing classes and the serious lack of research and training in how best to deal with their writing problems. Makes 25 suggestions for classroom management to help alleviate some of the problems that LD students face. (SR)

Whether they have learning disabilities or just need extra help, struggling writers can improve their skills dramatically if they get the detailed, explicit instruction they need. This practical guidebook shows elementary school teachers how to make this systematic instruction part of their classroom. Educators will find a wide range of specific…