One area of writing that may be particularly problematic for less skilled writers and writers with learning disabilities is constructing well-formed sentences. In this single-subject design study, sentence-combining practice with a peer-assistance component was used to improve the writing ability of 6 fourth-grade students with and without…

A study examined the effectiveness of a highly explicit, teacher-directed instructional routine used to teach three planning strategies to 20 fourth-fifth graders with learning disabilities. In comparison to peers who received process writing instruction, those taught goal setting, brainstorming, and organizing spent more time planning stories and…

This study evaluated the use of guided imagery practice to enhance creative writing with 43 academically gifted students (stratified as either high or low creativity) in grades 3 and 4. Groups receiving the guided imagery practice (regardless of original creativity level) generated more original writing, which contained more sensory descriptions…

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…

The study with three sixth-grade learning-disabled students found that a self-instructional strategy to facilitate the generation, framing, and planning of argumentative essays had a positive effect on the students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and new writing genre.…