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Informing Understanding of Young Students' Writing Challenges and Opportunities: Insights From the Development of a Digital Writing Tool That Supports Students With Learning Disabilities
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Vue, Ge; Hall, Tracey E.; Robinson, Kristin; Ganley, Patricia; Elizalde, Emma; Graham, Steve – Learning Disability Quarterly, 2016
Conducting focus groups with target audiences to assess user needs is a critical step in the process of designing and developing a web-based writing environment. This descriptive study examined focus group data gathered to address two questions: First, do data from focus groups affirm and expand our understanding of writing and writing development…
Descriptors: Learning Disabilities, Writing Difficulties, Writing Improvement, Assistive Technology
Increasing Story Quality through Planning and Revising: Effects on Young Writers with Learning Disabilities
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Saddler, Bruce; Asaro, Kristie – Learning Disability Quarterly, 2007
In this study, supplemental writing instruction in planning and revising was used to improve the stories written by young writers with learning disabilities (LD) and poor writing skills. Six second-grade students practiced a strategy for planning and writing stories using the Self-Regulated Strategy Development (SRSD) approach and then revised…
Descriptors: Story Grammar, Learning Disabilities, Writing Skills, Writing Instruction
Promoting Strategic Writing by Postsecondary Students with Learning Disabilities: A Report of Three Case Studies.
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Butler, Deborah L.; Elaschuk, Cory L.; Poole, Shannon – Learning Disability Quarterly, 2000
By reporting three in-depth case studies of adults with learning disabilities, this article clarifies how Strategic Content Learning (SCL) instruction is implemented to promote strategic writing, illustrates how SCL instructional principles can be personalized in response to individuals' needs, and traces the relationships between SCL…
Descriptors: Adults, Case Studies, Instructional Effectiveness, Learning Disabilities
Increasing Story-Writing Ability through Self-Regulated Strategy Development: Effects on Young Writers with Learning Disabilities
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Saddler, Bruce – Learning Disability Quarterly, 2006
In this replication study, supplemental writing instruction in strategic planning was used to improve the story writing ability of young writers with learning disabilities (LD) and poor writing skills. Six 2nd-grade students with learning disabilities who experienced difficulty with story writing were taught a strategy for planning and writing…
Descriptors: Strategic Planning, Learning Disabilities, Writing Skills, Teaching Methods
Can Students with LD Become Competent Writers?
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Schumaker, Jean B.; Deshler, Donald D. – Learning Disability Quarterly, 2003
This article reviews research associated with instructional programs on writing strategies that are part of the "Learning Strategies Curriculum." The research shows that secondary students with disabilities can learn to use complex writing strategies to such an extent that they can write multi-paragraph themes appropriate for general education…
Descriptors: Curriculum Design, Educational Assessment, Inclusive Schools, Learning Disabilities
Evaluation of a Writing Instruction Model That Integrated a Process Approach, Strategy Instruction, and Word Processing.
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MacArthur, Charles A.; And Others – Learning Disability Quarterly, 1995
A model of writing instruction integrating word processing, strategy instruction, and a process approach, within a social context for writing as a meaningful task, was tested with 113 elementary students with learning disabilities. Students in experimental classes made greater gains in quality of their narrative and informative writing than did…
Descriptors: Elementary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies