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ERIC Number: EJ938932
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0741-9325
Examining Effects of Writing Interventions: Highlighting Results for Students with Primary Disabilities Other than Learning Disabilities
Taft, Raol J.; Mason, Linda H.
Remedial and Special Education, v32 n5 p359-370 Sep-Oct 2011
Writing is an important foundational skill, critical for success in school. Unfortunately, many students, including students with disabilities, have difficulties with written language production. These students lack knowledge of writing processes and employ deficient strategies for organization, planning, goal implementation, and self-regulation. The majority of research for students with disabilities has focused on students with learning disabilities (LD). Less is known about writing instruction with students with primary disabilities other than LD. The purpose of this review, therefore, is to investigate writing interventions for students diagnosed with primary disabilities other than LD and to ascertain if interventions benefit these specific student populations. Of 15 studies, 13 used self-regulated strategy development (SRSD) instruction and 2 studies blended SRSD components within other intervention packages. Results indicate that SRSD has promise for students with primary disabilities other than LD. Implications for research and practice are noted. (Contains 2 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Information Analyses; Journal Articles
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A