ERIC Number: ED466080
Record Type: RIE
Publication Date: 2002-Apr-27
Reference Count: N/A
What Writing Strategy Process, Free or Informal, Is the Most Effective for Students with Learning Disabilities?
Wojasinski, Amy Marie; Smith, Denise M.
This action research study examined what writing strategy, process writing approach, free, or informal writing, was the most effective with students with learning disabilities. Five students (ages 13-15) in a self-contained eighth grade language arts class were observed while they learned the three different writing strategies. The process writing approach is an instructional technique in which the learner is taught to focus attention on the writing process rather than on the product. Students with learning disabilities are assigned a writing task that is meaningful to them and taught to write using a process approach. The process writing approach involves a series of stages including a pre-write, draft, revision, and publication. Publishing the paper is one of the most important steps to enable students to feel proud of their work. The information collected found that the process writing approach was the most effective writing strategy. Results also found the students with learning disabilities preferred to use informal writing or free writing, rather than the process writing approach. This suggests that although students with learning disabilities have a writing preference (free writing), they learn how to write using the process writing approach. Appendices include survey instruments. (CR)
Descriptors: Free Writing, Instructional Effectiveness, Junior High School Students, Junior High Schools, Learning Disabilities, Process Approach (Writing), Student Attitudes, Writing (Composition), Writing Difficulties, Writing Exercises, Writing Improvement, Writing Instruction, Writing Strategies
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Special Education Classroom Action Research Conference (2nd, South Bend, IN, April 27, 2002). Appendixes may not reproduce well.