Writing and Writing Difficulties from Primary Grades to College

Stephen Graham, Tracey E. Hall

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

In today's world, writing is an essential skill. At school, writing is often used to gauge students' understanding of content material as well as to promote the learning of it. Students with learning disabilities (LD) and those at risk for writing difficulties experience considerable difficulty with almost every aspect of writing. The field of LD is developing a reasonable foundation of knowledge about what and how students with LD and those at risk for LD write. The articles in this series contribute to our growing knowledge of how students with LD struggle with the writing process and can benefit from evidence-based practices, beginning in elementary school and continuing into college. The purpose of this article is to introduce the special series on writing and writing difficulties. Three of the articles are included in this issue, and the two remaining articles will appear in the next issue. This introduction provides readers with the rationale for the series, the purpose of each article, and a brief overview of each contribution.

Original languageEnglish (US)
Pages (from-to)3-4
Number of pages2
JournalLearning Disability Quarterly
Volume39
Issue number1
DOIs
StatePublished - Feb 1 2016

Fingerprint

Learning Disorders
learning disability
Students
student
Evidence-Based Practice
elementary school
Learning
school
learning
evidence
experience

Keywords

  • language arts
  • writing

ASJC Scopus subject areas

  • Behavioral Neuroscience
  • Health Professions(all)
  • Education

Cite this

Writing and Writing Difficulties from Primary Grades to College. / Graham, Stephen; Hall, Tracey E.

In: Learning Disability Quarterly, Vol. 39, No. 1, 01.02.2016, p. 3-4.

Research output: Contribution to journalArticle

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