Science Writing Intervention Research for Students with and at Risk for Learning Disabilities, and English Learners: A Systematic Review

Autor/inn/en	Lee, Yewon; De La Paz, Susan
Titel	Science Writing Intervention Research for Students with and at Risk for Learning Disabilities, and English Learners: A Systematic Review
Quelle	In: Learning Disability Quarterly, 44 (2021) 4, S.261-274 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Yewon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/07319487211018213
Schlagwörter	Content Area Writing; Writing Improvement; Science Instruction; Instructional Effectiveness; Scientific Concepts; Concept Formation; Intervention; Students with Disabilities; Learning Disabilities; English Language Learners; Thinking Skills; Persuasive Discourse; At Risk Students; Elementary Secondary Education; Educational Research + Suchen Sie Ihr Suchwort? Schriftliche Übung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Concept learning; Begriffsbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Denkfähigkeit; Persuasion; Persuasive Kommunikation; Bildungsforschung; Pädagogische Forschung
Abstract	Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. Yet, we know very little about how to support students with learning disabilities (LD) or who are English learners (EL) when asked to write for authentic purposes during science instruction. Therefore, we conducted a systematic review of 14 high-quality studies to identify effective writing instruction elements for students with LD, those who are EL, and for at-risk learners more generally. We analyzed the studies according to purpose, participants, dependent variables, and interventions. Then, we categorized instructional elements into two broad types of support: (a) cognitive skills and processes and (b) linguistic skills and processes. Quantitative analyses showed students (regardless of disability or language status) who received structured cognitive instruction on text features demonstrated substantial growth in writing. Conversely, although language in science differs from everyday language, it is absent from this literature. Thus, our findings provide insights into necessary cognitive and linguistic supports for these students, and implications for designing effective writing instruction. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01