ERIC Number: ED464444
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Strengthening the Second "R": Helping Students with Disabilities Prepare Well-Written Compositions.
Research Connections in Special Education, n10 Win 2002
This report presents a meta-analysis of research on teaching expressive writing to students with learning disabilities. Virtually all the interventions analyzed were multifaceted and involved students writing everyday as part of the curriculum. The meta-analysis identified several themes critical to effective writing instruction: (1) adherence to a basic framework of planning, writing, and revision; (2) explicit instruction of critical steps in the writing process, as well as the features and conventions of the writing genre or text structure; and (3) provision of feedback guided by the information explicitly taught. Several specific instructional approaches found to be effective are described, including Self-Regulated Strategy Development, the integration of technology with writing instruction, and the Early Literacy Project, which emphasizes collaboration in early writing. Also addressed are issues in preparing students with disabilities to participate in statewide writing proficiency assessments, including student preparation and professional development for teachers. Contact information for all programs is provided. (DB)
Descriptors: Academic Achievement, Disabilities, Educational Assessment, Elementary Secondary Education, High Stakes Tests, Learning Disabilities, Meta Analysis, Student Evaluation, Theory Practice Relationship, Writing (Composition), Writing Difficulties, Writing Instruction, Writing Skills
ERIC Clearinghouse on Disabilities and Gifted Education, ERIC/OSEP Special Project, 1110 North Glebe Rd., Arlington, VA 22201-5704. Tel: 703-620-3660; Tel: 800-328-0272 (Toll Free). For full text: http://www.ericcec.org.
Publication Type: Collected Works - Serials; ERIC Publications
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.; Council for Exceptional Children, Reston, VA.
Authoring Institution: ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. ERIC/OSEP Special Project.
Note: Published biannually. Theme issue. Developed by Warger, Eavy & Associates. For number 9, see ED 457 625.