Writing and writing instruction for students with learning disabilities: Review of a research program

Stephen Graham, Karen Harris, Charles A. MacArthur, Shirley Schwartz

Research output: Contribution to journalArticle

140 Citations (Scopus)

Abstract

This article reviews our research program in written language, including examinations of what and how students with LD write. The evidence indicates that these students' writing difficulties stem, in part, from problems with basic text production skills, scant knowledge about writing, and difficulties with planning and revising text. In other studies, we have evaluated the effectiveness of instructional procedures for addressing one or more of these difficulties, including strategy instruction, procedural facilitation, word processing, basic skills instruction, and the process approach to writing. Our research in each of these areas is reviewed and recommendations for future research are provided.

Original languageEnglish (US)
Pages (from-to)89-114
Number of pages26
JournalLearning Disability Quarterly
Volume14
Issue number2
DOIs
StatePublished - May 15 1991
Externally publishedYes

Fingerprint

writing instruction
Learning Disorders
learning disability
Students
Research
instruction
Word Processing
written language
student
Language
examination
planning
evidence

ASJC Scopus subject areas

  • Behavioral Neuroscience
  • Health Professions(all)
  • Education

Cite this

Writing and writing instruction for students with learning disabilities : Review of a research program. / Graham, Stephen; Harris, Karen; MacArthur, Charles A.; Schwartz, Shirley.

In: Learning Disability Quarterly, Vol. 14, No. 2, 15.05.1991, p. 89-114.

Research output: Contribution to journalArticle

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