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1.
This article chronicles the evolution of a programmatic line of research on strategic writing instruction for adolescents with learning disabilities (LD) conducted by staff and affiliates of the University of Kansas Center for Research on Learning. The goal associated with this research is that students with LD learn the writing skills that they need to succeed in high school and beyond and that their skills are comparable to the skills of their peers. Individual studies have shown that adolescents with LD can master a given writing strategy and can apply that strategy to novel prompts and in general education classes. Moreover, they can learn simple writing strategies from computerized programs. They can also maintain use of a writing strategy over time. When students learn several writing strategies, their scores on standardized tests improve, and their writing competency is comparable to that of peers. Studies have also shown that teachers can teach the writing strategies and achieve successful results. Care must be taken, however, to ensure that students with LD receive the instruction under conditions where they have multiple opportunities to reach mastery on each skill and receive individualized feedback on practice attempts. Overall, the research has shown that adolescents with LD can learn complex writing skills such as planning, writing, and editing multiparagraph themes; can apply these skills to tasks that are assigned in required general education courses; and can be successful in those courses. 相似文献
2.
Barbara Walker Margaret E. Shippen Paul Alberto David E. Houchins David F. Cihak 《Learning disabilities research & practice》2005,20(3):175-183
Abstract. The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule‐based instruction can enhance the writing skills of struggling students. Research in Direct Instruction (DI) writing programs is promising, but limited at this time to a small number of group design studies. The purpose of this study was to investigate the effects of the DI writing program, Expressive Writing, for high school students with learning disabilities using a single‐subject design methodology. Results indicated that the Expressive Writing program improved the writing skills of the students in this study. Students also were able to generalize and maintain the writing skills learned during intervention. 相似文献
3.
By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research. 相似文献
4.
This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and special education teachers’ knowledge about writing development; (2) create a writing environment in which students with LD can thrive; (3) employ evidence‐based writing practices in general education classes (where most students with LD are taught); and (4) use evidence‐based writing practices effective with students with LD. We conclude by considering research that still needs to be undertaken to help educators maximize the probability that students with and without LD meet the writing benchmarks proposed in these Standards. 相似文献
5.
In this invited article, we present an ongoing research program in the area of writing. Although this program has focused on students with learning disabilities (LD) and other struggling writers, it has also concentrated more broadly on issues involving writing development and general writing instruction. One purpose of this review was to share our basic findings in each of these areas, as they have important implications for teaching writing to students with LD. Another purpose was to illustrate how an ongoing research program develops and grows over time. To make this process more concrete, we employed several different literacy devices, including drawing an analogy between the development of our research program and the development of the story line for Star Trek II: The Wrath of Khan. Our final purpose was to describe the research we plan to do in the near future. 相似文献
6.
《Educational Assessment》2013,18(1):7-49
What happens when a state's curriculum and assessment policies are in conflict? This article reports on a case study of how 2 eighth-grade, writing teachers in California interpreted and enacted the state's high-stakes California Assessment Program (CAP) direct writing assessment in their classrooms and compares the resulting writing instruction with the ideal presented in California's Handbook for Planning an Effective Writing Program (California State Department of Education, 1986). The principal encouraged all teachers to achieve curriculum alignment with the test; in fact, each target teacher defined and enacted curriculum alignment differently. On one hand, teacher statements indicated that the exam motivated them to prioritize writing instruction. On the other hand, the way the teachers interpreted the CAP materials and consequently approached writing instruction conflicted at points with the state's own curricular recommendations. Reciprocally, the roles and relationships established in the classroom influenced the administration of this assessment. I conclude that teachers' and administrators' interpretations of an assessment are most salient to its classroom implications, and therefore instructional validity (Garcia & Pearson, 1991) of large-scale tests is critical. 相似文献
7.
Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my genre then idea, Organize my notes, Write (POW) + Setting, Tension, rising Action, Climax, Solution (STACS) strategy on narrative essay-writing skills for 6 secondary students with disabilities. Results indicated students improved the quality of their narratives and included a greater number of strategy-specific and story grammar elements following instruction. Students were also able to transfer skills across a history or social studies setting and could more accurately differentiate narrative writing prompts from expository and persuasive writing prompts. Treatment acceptability results indicated students found instruction beneficial. 相似文献
8.
William J. Therrien Jonte C. Taylor John L. Hosp Erica R. Kaldenberg Jay Gorsh 《Learning disabilities research & practice》2011,26(4):188-203
Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta‐analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry‐based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts. 相似文献
9.
Steve Graham Karen R. Harris Lynn Larsen 《Learning disabilities research & practice》2001,16(2):74-84
This paper presents six principles designed to prevent writing difficulties as well as to build writing skills: (a) providing effective writing instruction, (b) tailoring instruction to meet the individual needs, (c) intervening early, (d) expecting that each child will learn to write, (e) identifying and addressing roadblocks to writing, and (f) employing technologies. Many students with LD experience difficulties mastering the process of writing. We examine how schools can help these children become skilled writers. Six principles designed to prevent as well as alleviate writing difficulties are presented. These include providing effective writing instruction, tailoring writing instruction to meet each child’s needs, intervening early to provide additional assistance, expecting that each child will learn to write, identifying and addressing academic and nonacademic roadblocks to writing, and deploying technological tools that improve writing performance. The mn was sneB[translation:“The man was scared.”[ I think theu shold no how to speek differint langwges. If theu go to like dutch countri sombodie might ask them something theu cold have two kinds of langage 相似文献
10.
《Assessing Writing》2008,13(3):153-170
Despite the debate among writing researchers about its viability as a pedagogical tool in writing instruction [e.g., Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of Second Language Writing, 12 (3), 245–265; Stapleton, P. (2002). Critiquing voice as a viable pedagogical tool in L2 writing: Returning spotlight to ideas. Journal of Second Language Writing, 11 (3), 177–190], voice remains one of the constructs commonly addressed in learning standards and assessed in high-stakes English Language Arts tests. It is assumed, therefore, that the presence of a strong authorial voice plays an important role in the evaluation of the overall quality of students’ writing. In reality, however, there is a critical lack of empirical research that explores the nature and characteristics of the relationship between voice and overall writing quality. The present study builds on and extends the work of Helms-Park and Stapleton [Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of Second Language Writing, 12 (3), 245–265] and examines such a relationship in the context of an L1 high-stakes academic writing assessment. Results show a positive and significant relationship between voice intensity and writing quality, which contradicts what Helms-Park and Stapleton [Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of Second Language Writing, 12 (3), 245–265] found in the context of L2 argumentative writing. This study therefore contributes to the exploration of the role of voice in writing instruction and assessment. 相似文献
11.
Systematic review of young children's writing on screen: what do we know and what do we need to know
Writing is part and parcel of children's active meaning‐making on and with screens, but it has been relatively neglected in the literature focused on children's digital literacies. This study synthesises existing empirical evidence focused on young children's (aged between 2 and 8 years) writing on screen and identifies the relationships between dominant themes in published literature and contemporary theories of children's technology use. A systematic literature review that included studies from diverse disciplines yielded 21 papers. Constant comparative analysis generated five themes that indicate four key directions for future research. We call attention to researchers' theoretical framing to supplement mono‐disciplinary approaches and single levels of analysis. We suggest that future research should provide greater specification of the purpose of children's writing on screen and the different types of tools and applications supporting the activity. We also highlight the need for interdisciplinary approaches that would capture the composing stages involved in the writing process with and around screens. Finally, we point out possible age‐related differences in documenting and reporting the composing process in classrooms. Overall, limitations in the current evidence base highlight the need for research conducted from a critical perspective and focused more directly on multimodality. 相似文献
12.
Yvonne N. Bui Jean B. Schumaker Donald D. Deshler 《Learning disabilities research & practice》2006,21(4):244-260
The purpose of this study was to test the effects of a comprehensive writing program for students with and without learning disabilities (LD) in inclusive general education classrooms. The program incorporated research‐based components including instruction in a prewriting planning strategy, narrative text structure, writing strategies, and the process approach to writing. The study was conducted in five fifth‐grade inclusive classrooms with 113 students (including 14 students with LD). A quasi‐experimental comparison‐group design was utilized, whereby three intact experimental classes received the writing intervention, and two intact comparison classes received traditional writing instruction. Measures included several writing indicators as well as state writing competency test scores. Results indicated that the students with and without LD in the experimental group made significant gains from pretest to posttest on several writing measures. Although students in the comparison group made some gains, the gains were related to fewer measures than the measures associated with experimental‐group gains, and the effect sizes were smaller. 相似文献
13.
Eun Young Kang John William McKenna Sarah Arden Stephen Ciullo 《Learning disabilities research & practice》2016,31(1):22-33
In this systematic review of literature that spans 1975–2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study was evaluated according to the relevant What Works Clearinghouse (WWC) design standards. Eight of the 10 investigations were conducted with students in grades 4–8. While only 4 of the 10 studies met WWC design with or without reservations, results from these studies are encouraging. Study findings suggest several areas for immediate future research relating to methodological and treatment variables and considerations for classroom instruction in order to respond to advanced expectations for the successful integration of reading and writing across subjects. In addition to employing stronger experimental designs and additional replications of encouraging studies, future research should explore the utility of integrated reading and writing interventions with secondary students with who have academic difficulties. 相似文献
14.
Student Team Reading and Writing: A Cooperative Learning Approach to Middle School Literacy Instruction 总被引：1，自引：0，他引：1
Robert J. Stevens 《Educational Research and Evaluation》2013,19(2):137-160
The goal of this project was to create a middle school literacy program that was more responsive to the needs and abilities of early adolescents in urban middle schools. The program components included: (a) cooperative learning classroom processes; (b) a literature anthology for high interest reading material; (c) explicit instruction in reading comprehension; (e) integrated reading, writing, and language arts instruction; and (f) a writing process approach to language arts. The study was conducted in 5 schools in a large urban school district, 2 implementing Student Team Reading and Writing (STRW) and 3 comparison schools. The results indicated that the students in STRW had significantly higher achievement in reading vocabulary, reading comprehension, and language expression. The results suggest that a multifaceted approach to restructuring can effectively improve the achievement of students in urban middle schools. 相似文献
15.
Rachel Hertz-Lazarowitze 《Reading and writing》2004,17(3):267-299
Research literature on writingstorybooks overlooks first graders. This ispuzzling as children enter first grade havingemergent literacy, in reading, writing, andstory composition. It may reflect the belief that at thisage children should learn to read and write(conventionally) as the curriculum demands,while elaborate writing is assumed be taughtand developed in higher grades. This study investigated story writing by Arab(N = 184) and Jewish (N = 321) first graders inIsrael. The children were presented with fourrelated pictures, asked to paste them in thesequence of their choice in a booklet, and thento write a narrative in their first language(Arabic or Hebrew). Writing the storybook wasperceived as a space for literacy development,and was tested in the contextof two instruction methods: Success For All(SFA) and whole-class Active Learning (AL). Theclasses were observed and teachers wereinterviewed on writing instruction.Nineteen categories of writing yieldedthree clusters–factors: book print awareness,writing conventions, and story quality. Thesethen served as measures for writing outcomes. Jewish and Arab children in SFA achieved higherscores than AL students; the Jews were higherthan the Arabs on most categories, but theestimate gain was highest for Arabs in SFA. The effect of SFA was highest for at-riskJewish students and lowest for at-risk Arabstudents. The results are discussed against thelinguistic and cultural background of the twogroups and in respect of their implications forwriting instruction in a bilingual context. 相似文献
16.
As writing is a complex and resource demanding task, high-quality writing instruction is indispensable from primary grades on to support beginning writers in developing effective writing skills. Writing research should therefore provide teachers and schools with evidence-based guidelines for teaching writing in daily practice. In this respect, the present study first investigates the distinct and combined effectiveness of two instructional writing practices (i.e., explicit instruction and writing with peer assistance). Second, the present study aims to examine differential effects for students with different background characteristics (i.e., gender and general achievement level). Eleven teachers and their 206 fifth and sixth-grade students participated in the study and were randomly assigned to either one of the four experimental conditions (i.e., EI + IND: explicit instruction + individual writing, EI + PA: explicit instruction + writing with peer assistance, IND: matched individual practice comparison condition, and PA: matched peer-assisted practice comparison condition) or the business as usual condition. Multilevel analyses showed that EI + IND, EI + PA, and PA students outperformed the business as usual students. As to the distinct impact of explicit instruction, EI + IND students outperformed IND students at posttest, revealing the effectiveness of explicit instruction. As to the effect of peer-assisted writing, there were no significant differences between the individual writing conditions (EI + IND and IND) and the peer-assisted conditions (EI + PA and PA respectively). 相似文献
17.
Reading and Writing - Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the... 相似文献
18.
Young children with learning disabilities typically encounter difficulty with academic tasks requiring intentional effort and effective use of metacognitive skills--qualities that competent readers and writers possess. In response to these difficulties, special educators often modify literacy instruction, isolating the "basic skills" of literacy (such as decoding and penmanship) from meaningful reading and writing activities. Such instruction contributes to impoverished notions of literacy and exacerbates problems of metacognition. The two research programs reported here challenge the conventional literacy instruction provided to many young students with LD. The programs are rooted in developmental and cognitive theory and research, as well as emergent literacy theory. The social nature of learning is emphasized, with a focus on the role of the teacher, the form of discourse, and the role of text in literacy instruction. Results show that children with learning disabilities benefit from strategy instruction occurring within classroom cultures that support collaborative discourse, the flexible application of comprehension strategies, and appropriate, meaningful opportunities for reading and writing. 相似文献
19.
罗明礼 《读与写:教育教学刊》2009,6(11):4-5,9
Writing is a kind of creative thinking activities. The teaching of Three-paragraph Argumentative Writings,which is a weak part for English majors in TEM-4 as well as in TEM-8,is crucial in college English instruction. This paper reviews the application of Scaffolding Theory in writings,and proposes a series of training strategies of blank-filling writing,guided writing,controlled writing,and planning before writing. Through these series of training,students can reach the goal of a higher level of free writi... 相似文献
20.
Michael A. Hebert Sarah R. Powell Janet Bohaty Julia Roehling 《Learning disabilities research & practice》2019,34(3):144-157
High‐stakes mathematics assessments require students to write about mathematics, although research suggests students exhibit limited proficiency on such assessments. Students with LD may have difficulties with writing, mathematics, or both. Researchers employed an intervention for teaching students how to organize mathematics writing (MW). Researchers randomly assigned participants (n = 61) in grades 3–5 to receive instruction in MW or information writing. Students receiving MW outperformed control students on a researcher‐developed measure of MW (d = 1.05). Component assessment revealed MW students improved in writing organization (d = 1.49) but not in mathematics content (d = 0.11 ns). Results also indicated MW students outperformed control on percentage of correct MW sequences (d = 0.82). Future directions for MW intervention development are discussed. 相似文献