ERIC Number: ED406554
Record Type: RIE
Publication Date: 1997-Mar
Working with Learning Disabled Writers: Some Perspectives. Research to Practice.
Although most learning disabled (LD) adult learners have a strong desire to enhance their writing skills, many obstacles hinder their success. Characteristics of LD students found in their writing or actions include the following: frustration; poor study/note taking skills; test anxiety; lack of social skills; a difficult time following oral directions; trouble keeping up with group conversations; hard time with the act of handwriting; and reading, spelling, and remembering problems. LD students write less than normally achieving students and have great difficulty organizing their ideas. A whole language class offers these benefits: students spend more time writing; the classrooms are aimed at creating environmental conditions believed to foster self-regulation and self-confidence; and the classrooms place considerable emphasis on the integrative nature of learning. Another instructional technique that seems to have a positive effect on LD writers is the Landmark Method. It emphasizes the interrelatedness of reading, writing, speaking, and listening; metacognition; teacher patience; and teaching to the student's strengths and accommodating learning styles. The commonalities of the approaches are as follows: stress on the importance of making students active participants in the learning process; incorporation of the importance of collaboration among students; teacher-motivators who model; patient teachers; and combination of reading and writing instruction. (Contains 10 references.) (YLB)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Inst. for Literacy, Washington, DC.
Authoring Institution: Kent State Univ., OH. Ohio Literacy Resource Center.