|
Click on
Shop Hoagies' Page before you visit your favorite on-line stores
including Amazon
and many more of your favorite stores. Thanks for
making Hoagies' Gifted community possible!
Donations
Your donations help keep Hoagies' Gifted Education Page on-line.
Support Hoagies' Page!
| |
Teaching Writing Skills to Students
with Disabilities
(June 1999)
How can I teach writing skills to students with
disabilities?
Teachers in inclusive classrooms regularly face the difficult
task of having to modify the curriculum to reach all of their
students, many of whom have special needs. Students with
disabilities, whether physical, emotional, or cognitive in
nature, respond to the curriculum differently from other
students. For example, depending on the disability itself and
other factors affecting their ability to succeed academically,
students may need modifications such as advance and graphic
organizers, instructional scaffolding, additional practice and
time to complete assignments, and/or alternative media (e.g.,
large-print materials, audiotapes, or electronic materials).
Without specific modifications, the standard curricular
materials can be inadequate for these students, and too
frequently they can find themselves blocked from access to
essential aspects of the curriculum. Teachers must adjust the
materials or their presentation to break down the barriers and
assist these students in learning.
The IDEA Amendments of 1997 require that students with
disabilities have access to the general education curriculum.
This legislative requirement makes the accessibility of
curricular materials an issue of even greater importance than it
otherwise would be. To meet the goal of equal access to the
curriculum for everyone, to enable each student to engage with
his or her lessons in a meaningful way, teachers must be prepared
to provide useful alternatives in terms of both curricular
materials and instructional delivery. Well-adapted materials
without an effective method of teaching are practically useless,
but with the proper tools and instructional methods, a good
teacher encourages each member of the class to participate
directly in the learning experience. (From Preface, ERIC/OSEP Mini-Library on Adapting Curricular Materials. 1999. Volume 1, Toward Successful Inclusion of Students with Disabilities: The Architecture of Instruction; Volume 2, Adapting Reading and Math
Materials for the Inclusive Classroom (Kindergarten through Grade
Five); and Volume 3, Adapting Language Arts, Social Studies, and
Science Materials for the Inclusive Classroom (Grades Six Through
Eight). Mini-Library available from CEC's ERIC Clearinghouse on
Disabilities and Gifted Education. 1.888.CEC.SPED. Stock No.
P5304. $21.60/CEC members; $30.95/non-members. ISBN
0-86586-340-7)
Following are links to related ERIC Digests, Internet resources, and Internet
discussion groups, as well as selected citations from the ERIC database and the search terms we
used to find the citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
mental retardation OR mild mental retardation OR
moderate mental retardation OR severe mental retardation OR
developmental disabilities OR Downs syndrome OR behavior
disorders OR autism OR learning disabilities OR blindness OR
visual impairments OR deafness
AND
writing difficulties OR
writing improvement OR writing skills OR writing strategies
EJ563946 EC618784
Self-Regulated Strategy Development and the Writing Process:
Effects
on Essay
Writing and Attributions
Sexton, Melissa; Harris, Karen R.; Graham, Steve
Exceptional Children; v64 n3 p295 311 Spr 1998
ISSN: 0014 4029
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJ111998
The Self Regulated Strategy Development model was used to
assist six
elementary students with learning disabilities develop a strategy
for planning
and writing essays, self regulation, and positive attributions
regarding
effort and strategy use. Instruction had a positive effect on
students'
approach to writing, writing performance, and attributions for
writing.
Descriptors: Elementary Education; *Learning Disabilities;
Models;
*Self Evaluation (Individuals); *Self Management; Student
Attitudes; *Writing
Ability; *Writing Improvement; *Writing Instruction
Identifiers: *Self-Regulated Strategy Development
EJ556905 EC617894
De La Paz, Susan
Strategy Instruction in Planning: Teaching Students with
Learning and
Writing
Disabilities To Compose Persuasive and Expository Essays
Learning Disability Quarterly; v20 n3 p227 48 Sum 1997
Special Issue: Intervention Part 2.
ISSN: 0731 9487
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORTS (143)
Target Audience: Researchers
Journal Announcement: CIJ061998
Two studies of intermediate grade students with and without
learning
and writing disabilities evaluated the Self Regulated Strategy
Development
model in teaching students how to plan persuasive essays before
and during
composing. Instructional effects were investigated using
different research
designs, in different settings, and with different types of
students. The
strategy had a positive effect on students' writing.
Descriptors: Essays; Intermediate Grades; Intervention;
*Learning Disabilities;
Metacognition; Planning; Prewriting; Self Management; *Teaching
Models;
Writing Improvement *Writing Instruction; *Writing Strategies
Identifiers: Self-Regulated Strategy Development
EJ542671 EC615366
Strategy Instruction in Planning: Effects on the Writing
Performance
and Behavior of Students
with Learning Difficulties
De La Paz, Susan; Graham, Steve
Exceptional Children; v63 n2 p167 81 Win 1997
ISSN: 0014 4029
Language: English
Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORTS
(142)
Journal Announcement: CIJ091997
A study of three fifth grade students with learning
disabilities examined
the effectiveness of a
strategy deigned to help them become more reflective when
writing opinion
essays. Following
the instruction, students wrote essays that were longer,
provided more
support for their premise,
and were qualitatively better.
Descriptors: *Essays; *Instructional Effectiveness;
Intermediate Grades;
*Learning Disabilities; Learning Strategies; Opinions; Writing
(Composition);
Writing Improvement *Writing Instruction; *Writing Strategies
Identifiers: *Reflection Process
EJ552742 PS527075
Peer Assisted Learning: The Effects of Cooperative Learning
and Cross
Age Peer Tutoring with Word Processing on Writing Skills of
Students with
Learning Disabilities
Utay, Carol; Utay, Joe
Journal of Computing in Childhood Education; v8 n2 3 p165 85
1997
ISSN: 1043 1055
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORTS (143)
Journal Announcement: CIJ031998
Examined effects of combining cross age tutoring, peer
tutoring, cooperative
learning, and computer mediated writing in a peer assisted
learning package
on writing skills of second through sixth graders with learning
disabilities.
Found that the treatment group enjoyed working with partners,
asked each
other for help, had friendships extending outside the treatment
setting,
and had improved attitudes toward writing.
Descriptors: *Computer Uses in Education; Computers;
*Cooperative Learning;
*Cross Age Teaching; Educational Technology; Elementary
Education; *Learning
Disabilities; *Peer Teaching; Tutoring; Word Processing; Writing
Skills
EJ565223 EC619120
Expanding the Writing Process to the Web
Smith, Steven; Boone, Randall; Higgins, Kyle
TEACHING Exceptional Children; v30 n5 p22 27 May Jun 1998
ISSN: 0040 0599
Language: English
Special Issue: World Wide Web & Special Education.
Document Type: NON-CLASSROOM GUIDES (055); JOURNAL ARTICLE
(080)
Journal Announcement: CIJ121998
Discusses how teachers can encourage the development of story
writing
and the writing process in students with learning disabilities
through
using the World Wide Web. A fictional account of a middle school
student
with learning disabilities illustrates how such students can use
the Internet
to improve their writing.
Descriptors: Elementary Secondary Education; Hypermedia;
*Learning
Disabilities; *Multimedia Materials; Vocabulary; *World Wide Web;
*Writing
Improvement; *Writing Instruction
EJ556685 CS754521
Walking, Tinkertoys, and Legos: Using Movement and
Manipulatives to
HelpStudents Write
Hecker, Linda
English Journal; v86 n6 p46 52 Oct 1997
ISSN: 0013 8274
Language: English
Theme: Writing and Rewriting: Issues and Practices in the
English Classroom.
Document Type: JOURNAL ARTICLE (080); DESCRIPTIVE REPORTS
(141)
Journal Announcement: CIJ061998
Describes how students who are learning disabled can improve
their
writing skills through physical movement and manipulating
visuals. Describes
how movement draws on kinesthetic intelligence and manipulatives
draw on
spatial intelligence to help students understand language
structures in
nonverbal ways that may be more intuitive than verbal
explanations. Shows
that manipulatives can also help students organize their ideas.
Descriptors: Elementary Secondary Education; Higher
Education; *Kinesthetic
Methods; *Kinesthetic Perception; Learning Disabilities;
*Manipulative
Materials; Prewriting; *Writing Improvement; *Writing
Instruction; *Writing
Skills
Identifiers: *Multiple Intelligences
EJ551330 SP526266
"Hey, I Can Write about This in My Journal!"
Del Giorno, Jacqueline
Teaching and Change; v4 n4 p325 37 Sum 1997
ISSN: 1068 378X
Language: English
Document Type: JOURNAL ARTICLE (080); DESCRIPTIVE REPORTS
(141)
Journal Announcement: CIJ021998
A teacher of students with learning disabilities used
journals to encourage
students to write. She allowed them to choose their topics, and
she created
ongoing conversations with them through the journals. As
students' interest
in writing increased, their journals helped them resolve
conflicts, express
frustrations, and hone language arts skills.
Descriptors: Action Research; *Dialog Journals; High School
Students;
High Schools; *Journal Writing; Language Arts; *Learning
Disabilities;
Self Expression; *Student Attitudes; Teacher Student
Relationship; Writing
Apprehension; *Writing Attitudes; Writing Difficulties; *Writing
Skills
EJ526001 EC613811
The Cognitive Strategy in Writing: Welcome Relief for
Adolescents with
Learning Disabilities
Hallenbeck, Mark J.
Learning Disabilities Research and Practice; v11 n2 p107 19
Spr 1996
ISSN: 0938 8982
Language: English
Document Type: JOURNAL ARTICLES (080); DESCRIPTIVE REPORTS
(141)
Journal Announcement: CIJ111996
This article describes the Cognitive Strategy in Writing
program (originally
intended for elementary age students), and adaptation and
application of
the social constructivist approach with seven junior high and
high school
students with learning disabilities. Pretest posttest assessment
indicated
dramatic improvements in overall quality and specific writing
skills.
Several students adapted the strategies in other classes.
Descriptors: *Cognitive Processes; Constructivism (Learning);
*Instructional
Effectiveness; *Learning Disabilities; Metacognition; Secondary
Education;
Writing (Composition); Writing Improvement *Writing Instruction;
*Writing
Processes; *Writing Strategies
ED406554 CE073808
Working with Learning Disabled Writers: Some Perspectives.
Research
to Practice
Bardine, Bryan
Kent State Univ., OH. Ohio Literacy Resource Center; March
1997; 5p.
Sponsoring Agency: National Inst. for Literacy, Washington,
DC.
EDRS Price MF01/PC01 Plus Postage
Language: English
Available From:
http://orders.edrs.com/members/sp.cfm?AN=ED406554
Document Type: DESCRIPTIVE REPORTS (141)
Geographic Source: U.S.; Ohio
Journal Announcement: RIE091997
Although most learning disabled (LD) adult learners have a
strong desire
to enhance their writing skills, many obstacles hinder their
success. Characteristics
of LD students found in their writing or actions include the
following:
frustration; poor study/note taking skills; test anxiety; lack of
social
skills; a difficult time following oral directions; trouble
keeping up
with group conversations; hard time with the act of handwriting;
and reading,
spelling, and remembering problems. LD students write less than
normally
achieving students and have great difficulty organizing their
ideas. A
whole language class offers these benefits: students spend more
time writing;
the classrooms are aimed at creating environmental conditions
believed
to foster self regulation and self confidence; and the classrooms
place
considerable emphasis on the integrative nature of learning.
Another instructional
technique that seems to have a positive effect on LD writers is
the Landmark
Method. It emphasizes the interrelatedness of reading, writing,
speaking,
and listening; metacognition; teacher patience; and
teaching to the student's strengths and accommodating
learning styles.
The commonalities of the approaches are as follows: stress on the
importance
of making students active participants in the learning process;
incorporation
of the importance of collaboration among students; teacher
motivators who
model; patient teachers; and combination of reading and writing
instruction.
Descriptors: Adult Basic Education; Adult Learning; *Adult
Students;
*Educational Environment; *Learning Disabilities; Reading Writing
Relationship;
*Whole Language Approach; *Writing Instruction; Writing Skills
EJ522904 EC613586
Teaching Writing to College Students with Learning
Disabilities
Pardes, Joan Rudel; Rich, Rebecca Z.
Intervention in School and Clinic; v31 n5 p297 302 May 1996
ISSN: 1053 4512
Language: English
Document Type: JOURNAL ARTICLES (080); DESCRIPTIVE REPORTS
(141)
Journal Announcement: CIJ091996
This article describes a course to teach college students
with learning
disabilities how to become self-regulated learners in writing,
through
strategies in prewriting, drafting, revising, editing,
evaluation, and
comprehension. Forms for writing self-assessment are attached.
Descriptors: College Students; Higher Education; *Learning
Disabilities;
Records (Forms); *Self Evaluation (Individuals); Student
Development; *Writing
(Composition); *Writing Instruction; Writing Strategies
EJ530741 EC614557
Helping Persons with Disabilities to Become Literate Using
Assistive
Technology: Practice and Policy Suggestions
Pierce, Patsy L.; Porter, Patricia B.
Focus on Autism and Other Developmental Disabilities; v11 n3
p142 46,162
Fall 1996
Language: English
Document Type: JOURNAL ARTICLES (080); GENERAL INFORMATION
ANALYSES
(070); OPINION PAPERS (120)
Journal Announcement: CIJ021997
This article explores the use of assistive technology to
teach basic
literacy skills to individuals with disabilities. Literacy
assessment and
intervention techniques, policy issues related to literacy and
assistive
technology, and future directions are discussed. The importance
of developing
policy to ensure the delivery of literacy instruction using
assistive technology
supports is emphasized.
Descriptors: *Assistive Devices (for Disabled);
*Disabilities; *Educational
Policy; Elementary Secondary Education; *Literacy Education;
Reading Skills;
Writing Skills
EJ557678 SP526519
Using Portfolios as an Additional Means of Assessing Written
Language
in a Special Education Classroom
Richter, Susan E.
Teaching and Change; v5 n1 p58 70 Fall 1997
ISSN: 1068 378X
Language: English
Document Type: JOURNAL ARTICLES (080); RESEARCH REPORTS (143)
Journal Announcement: CIJ061998
This study examined the advantages of using written language
portfolios
for authentic assessment in a third grade special education classroom. Portfolios
included data
from students, teachers, parents, and the teacher's journal.
Portfolios
provided insights about how students thought about their writing,
offered
new understandings of parents' perceptions, and raised other
teachers'
expectations for the students.
Descriptors: Action Research; Disabilities; Elementary School
Students;
Language Arts; Parent Attitudes; Parent Teacher Cooperation;
*Portfolio
Assessment; Primary Education; Special Education; Special
Education Teachers;
*Student Evaluation; Teacher Expectations of Students *Writing
Skills
Identifiers: *Authentic Assessment
EJ553889 EC617468
It's in the Bag: A Dozen Language Arts Activities To Promote
Active
Learning
Maroney, Sharon A.
Intervention in School and Clinic; v33 n1 p22 25 Sep 1997
ISSN: 1053 4512
Language: English
Document Type: NON-CLASSROOM GUIDES (055); JOURNAL ARTICLES
(080)
Target Audience: Teachers; Practitioners
Journal Announcement: CIJ041998
Presents activities for students with or without behavior
disorders that promote active learning of language arts skills,
including creative thinking, writing, listing, and oral
presentation. Activities begin with a lunch bag, can be adapted
across grade or skill levels, and used from independent to large
group work arrangements.
Descriptors: *Behavior Disorders; *Cooperative Learning;
*Creative
Thinking; *Educational Strategies; Elementary Secondary
Education; *Language
Arts; Speech Skills; *Writing Improvement
EJ535789 EC615136
Assessment and Intervention for Writing Problems of Students
with Learning
Disabilities or Behavioral Disabilities
Berninger, Virginia W.; Stage, Scott A.
B.C. Journal of Special Education; v20 n2 p5 23 1996
ISSN: 0704 7509
Language: English
Document Type: JOURNAL ARTICLES (080); DESCRIPTIVE REPORTS
(141); NON-CLASSROOM
GUIDES (055)
Target Audience: Teachers; Practitioners
Journal Announcement: CIJ051997
This article describes measures for process assessment of
handwriting
fluency, spelling, and composition of students with learning or
behavioral
disabilities. It then discusses common writing problems for these
students,
and specific process and strategy interventions.
Descriptors: *Behavior Disorders; Elementary Secondary
Education; Evaluation
Methods; *Handwriting; *Learning Disabilities; *Spelling; Student
Evaluation;
Teaching Methods; Writing (Composition); Writing Difficulties;
*Writing
Evaluation; *Writing Instruction; Writing Processes; Writing
Strategies
EJ544476 EC616664
Encouraging an Adolescent Daughter Who Is Blind and Learning
Disabled
To Read and Write
Miller, D. D.
Journal of Visual Impairment & Blindness; v91 n3 p213 18
May Jun
1997
ISSN: 0145 482X
Language: English
Special Issue on Adolescence and Early Adulthood.
Document Type: JOURNAL ARTICLES (080); OPINION PAPERS (120)
Target Audience: Parents
Journal Announcement: CIJ101997
A mother of an adolescent daughter with blindness and
learning disabilities
focuses on how she helped her daughter improve reading and
writing skills
by finding a meaningful purpose for those skills in daily life.
This article
discusses early signs of learning problems, the learning
environment,
talking books, books in braille, technology, orientation and
mobility,
and transitioning to work.
Descriptors: *Adolescents; *Basic Skills; *Blindness;
Braille; Daily
Living Skills; Education Work Relationship; Educational
Technology; *Functional
Literacy; *Learning Disabilities; Parent Child Relationship;
Reading Skills;
Talking Books; Visually Impaired Mobility; Writing Skills
EJ544409 EC616249
Deaf Children and English: Parents Can Help
Katasse, Constance
Perspectives in Education and Deafness; v15 n3 p2 3 Jan Feb
1997
ISSN: 1051 6204
Language: English
Document Type: JOURNAL ARTICLES (080); NON-CLASSROOM GUIDES
(055)
Target Audience: Parents
Journal Announcement: CIJ101997
Describes strategies parents can use to teach English to
children with
deafness or those hard of hearing. Strategies include modeling
reading
and writing, communicating with the child in writing, providing
word rich
books and writing supplies, playing word based games, and
learning special
techniques for reading to and with the child.
Descriptors: Children; *Educational Strategies; *English
Instruction;
*Hearing Impairments; *Modeling (Psychology); *Parent Child
Relationship;
*Parent Participation; Reading Strategies; Vocabulary; Writing
Strategies
EJ544372 EC616044
Carrying Meaning in Written Language: Some Considerations for
Teachers
and Their Classes
Haydon, Deborah Moore
Volta Review; v98 n1 p169 79 Win 1996
ISSN: 0042 8639
Language: English
"Theme Issue: Written Language Assessment and Intervention:
Links to
Literacy."
Document Type: JOURNAL ARTICLES (080); DESCRIPTIVE REPORTS
(141)
Target Audience: Practitioners
Journal Announcement: CIJ101997
In this article, two teachers of students with hearing
impairments
present their understanding of semantics and how they use this
understanding
to informally assess students' signed, oral, and
written language samples. Describes different classroom
strategies
for encouraging students with hearing impairments to use rich
language.
Descriptors: *Educational Strategies; Elementary Education;
Evaluation
Methods; *Hearing Impairments; Informal Assessment; Oral
Language; *Semantics;
Sign Language; Student Evaluation; *Teaching Methods; *Writing
Evaluation;
Writing Improvement; *Written Language
ED411520 CS215968
Improving Student Writing Skills through the Use of "Writing
To Learn"
Cox, Patty; Holden, Sheryl; Pickett, Teri
155p.; M.A. Project, Saint Xavier University.
EDRS Price MF01/PC07 Plus Postage.
Language: English
Available From:
http://orders.edrs.com/members/sp.cfm?AN=ED411520
Document Type: DISSERTATIONS OR THESES MASTERS THESES (042);
EVALUATIVE
REPORTS (142)
Geographic Source: U.S.; Illinois
Journal Announcement: RIE021998
A plan for increasing effective student writing skills was
developed
and implemented. Subjects were students in a regular first grade
class,
a fifth sixth grade behavior disorder (BD) class, and a seventh
eighth
grade self-contained educable mentally handicapped (EMH) class,
all of
whom exhibited
inadequate writing skills. Evidence for the existence of the
problem
included student school records, published test scores, and
teacher observations.
Analysis of probable cause data showed that students exhibited
poor writing
skills due to negative attitudes toward writing and a lack of a
writing environment in which students were given the
opportunity to
write to learn. A review of solution strategies by writing
experts suggested
that the following interventions were necessary to increase the
writing
process: establish the five stages of the writing process and use
them
effectively to create a final product; and create a writing
environment
in which students were given the opportunity to write to learn.
Post intervention
data indicated that the writing workshop environment, which
emphasized meaningful communication, promoted real purposes for
writing. Findings suggest that students increased their written
expression skills, learned to use higher order thinking skills,
and maintained or improved their enthusiasm toward
writing.
Descriptors: Behavior Disorders; Classroom
Techniques;
Elementary Education;
Mild Mental Retardation; Special Needs Students; Student
Attitudes; *Writing
Attitudes; Writing Improvement; Writing Instruction; *Writing
Processes;
*Writing Skills; *Writing Strategies; *Writing Workshops
Identifiers: *Learning Environment; *Writing to Learn
EJ530742 EC614558
The Emergence of Literacy in Elementary Students with Mild
Mental Retardation
Katims, David S.
Focus on Autism and Other Developmental Disabilities; v11 n3
p147 57
Fall 1996
Language: English
Document Type: JOURNAL ARTICLES (080); RESEARCH REPORTS (143)
Journal Announcement: CIJ021997
This study examined effects of immersing four primary grade
students with mild mental retardation in a literacy rich
environment. A variety of instructional strategies was used to
assist students in understanding stories read aloud by adults,
developing decoding skills, and developing prereading/writing
skills. Results indicated the students made measurable progress.
Descriptors: Beginning Reading; Decoding (Reading);
*Educational Strategies; *Emergent Literacy; *Literacy
Education; *Mild Mental Retardation; *Prereading Experience;
Primary Education; Reading Aloud to Others; *Reading
Instruction; Reading Skills; Teaching Methods; Writing Skills
EJ410547 IR521671
A Computerized Procedure for Teaching Letter Formation Skills
to Mentally
Retarded Individuals
Brewer, Neil; and others
Journal of Educational Technology Systems; v18 n3 p185 90
1989 90
Language: English
Document Type: JOURNAL ARTICLES (080); RESEARCH REPORTS (143)
Journal Announcement: CIJ111990
Describes a microcomputer based procedure that used a
digitized graphics tablet to teach letter formation skills to
moderately and severely retarded students aged 8 to 19.
Handwriting instruction is discussed; modeling of the letters,
corrective feedback, and reinforcement techniques are explained;
and results of pretests and posttests are considered.
Descriptors: *Computer Assisted Instruction; Computer
Graphics; Feedback; *Handwriting; Input Output Devices; *Letters
(Alphabet); Microcomputers; *Moderate Mental Retardation;
Pretests Posttests; Reinforcement; *Severe Mental Retardation;
*Writing Instruction; Writing Skills
Top of Page Back to ERIC Menu Back to Hoagies' Gifted Education Page
copyright © 1999
ERIC Clearinghouse on Disabilities and Gifted Education
|
Thanks!
