Date of Award
12-2019
Document Type
Thesis
Degree Name
Master of Science in Special Education
Department
Education
First Reader/Committee Chair
Dr. Jemma Kim
Abstract
Only 27% of U.S. eighth graders are at or above grade level proficiency in writing (National Center for Education Statistics, 2012). Students with specific learning disabilities frequently exhibit skill deficits in planning, organizing, and writing conventions, and show inadequate awareness to write strategically (Troia, 2006). The purpose of this study is to examine evidence-based writing interventions aimed at enhancing the writing skills of students with specific learning disabilities and then to indicate which interventions were proven to be effective. The results of a variety of studies of writing intervention strategies have been reviewed. Specific instructional strategies that were successful in this study were, direct instruction, motivational interventions, and self-regulated strategies. These instructional strategies/writing interventions enhanced various components of written expression for students with SLDs. A total of 15 studies that implemented a writing intervention for school-aged students with SLD were reviewed. Direct instruction, motivational interventions, and self-regulation strategies improved various components of written expression for students with SLDs.
Recommended Citation
Rose, Phillip, "Writing Interventions for Students with Specific Learning Disabilities" (2019). Electronic Theses, Projects, and Dissertations. 960.
https://scholarworks.lib.csusb.edu/etd/960