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Content Details

ED464444 - Strengthening the Second.llRll: Helping Students with Disabilities Prepare Well-Written Compositions

Category
Executive Agency Publications
Collection
Education Reports from ERIC
SuDoc Class Number
ED 1.615:
Date Issued
January 1, 2002
Source Institution
ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. ERIC/OSEP Special Project
Sponsoring Agency
Special Education Programs (ED/OSERS), Washington, DC.; Council for Exceptional Children, Reston, VA
Publication Type
Collected Works - Serials - - ERIC Publications
Subject
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
Abstract
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.