Effective and Ineffective Writing Practices for Students with Disabilities

Abstract

Struggling writers and students with disabilities tend to have difficulties with multiple aspects of the writing process. Therefore, in this chapter, we describe Self-Regulated Strategy Development (SRSD; Harris, Graham, Mason, & Friedlander, 2008). SRSD is a writing intervention with extensive research demonstrating its effectiveness for improving the writing quality of struggling writers and students with disabilities when implemented by both teachers and researchers in a variety of educational settings. We also describe an ineffective writing practice, stand-alone grammar instruction. Although this type of grammar instruction is explicit, it is removed from an authentic writing context, and decades of research have demonstrated its negative effects on students’ writing quality. We close the chapter with recommendations for future research on SRSD as well as general suggestions for teachers who provide writing instruction to struggling writers and students with disabilities.

Citation

Rouse, A.G. and Collins, A.A. (2016), "Effective and Ineffective Writing Practices for Students with Disabilities", Instructional Practices with and without Empirical Validity (Advances in Learning and Behavioral Disabilities, Vol. 29), Emerald Group Publishing Limited, Leeds, pp. 61-84. https://doi.org/10.1108/S0735-004X20160000029004