Examining Effects of Writing Interventions: Highlighting Results for Students with Primary Disabilities Other than Learning Disabilities

Autor/inn/en	Taft, Raol J.; Mason, Linda H.
Titel	Examining Effects of Writing Interventions: Highlighting Results for Students with Primary Disabilities Other than Learning Disabilities
Quelle	In: Remedial and Special Education, 32 (2011) 5, S.359-370 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510362242
Schlagwörter	Written Language; Learning Disabilities; Writing Processes; Writing Instruction; Special Education; Writing Skills; Attention Deficit Hyperactivity Disorder; Language Impairments; Speech Impairments; Mild Mental Retardation; Asperger Syndrome; Pervasive Developmental Disorders; Autism; Behavior Disorders; Emotional Disturbances + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Learning handicap; Lernbehinderung; Schreibunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Writing skill; Schreibfertigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language handicps; Language impairments; Asperger-Syndrom; Autismus; Gefühlsstörung
Abstract	Writing is an important foundational skill, critical for success in school. Unfortunately, many students, including students with disabilities, have difficulties with written language production. These students lack knowledge of writing processes and employ deficient strategies for organization, planning, goal implementation, and self-regulation. The majority of research for students with disabilities has focused on students with learning disabilities (LD). Less is known about writing instruction with students with primary disabilities other than LD. The purpose of this review, therefore, is to investigate writing interventions for students diagnosed with primary disabilities other than LD and to ascertain if interventions benefit these specific student populations. Of 15 studies, 13 used self-regulated strategy development (SRSD) instruction and 2 studies blended SRSD components within other intervention packages. Results indicate that SRSD has promise for students with primary disabilities other than LD. Implications for research and practice are noted. (Contains 2 tables.) (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	2017/4/10