Increasing Story-Writing Ability through Self-Regulated Strategy Development: Effects on Young Writers with Learning Disabilities

• Published in: Learning disability quarterly Vol. 29; no. 4; pp. 291 - 305
• Main Author: Saddler, Bruce
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Council for Learning Disabilities 01.11.2006; SAGE Publications; Sage Publications, Inc; SAGE PUBLICATIONS, INC
• Subjects: Analysis; Behavior; Case Studies; Creative Writing; Direct Instruction; Early intervention; Effectiveness; Elementary education; Elementary school students; Grade 1; Grade 2; Language Maintenance; Learning Disabilities; Literary criticism; Methods; Motivation; People with disabilities; Replication (Evaluation); Sample size; Self concept; Self Management; Skills; Special education; Special needs students; Story Grammar; Strategic Planning; Student Improvement; Student Needs; Teachers; Teaching Methods; Training; Writing; Writing Ability; Writing assignments; Writing Attitudes; Writing Difficulties; Writing Improvement; Writing instruction; Writing processes; Writing Skills; Writing Strategies; United States; New York; United States > US
• ISSN: 0731-9487; 2168-376X
• DOI: 10.2307/30035555

In this replication study, supplemental writing instruction in strategic planning was used to improve the story writing ability of young writers with learning disabilities (LD) and poor writing skills. Six 2nd-grade students with learning disabilities who experienced difficulty with story writing were taught a strategy for planning and writing stories using the Self-Regulated Strategy Development approach. The effects of the strategy were assessed through a multiple-baseline-across-subjects design. After learning the strategy the stories written by the students at post-instruction and maintenance became more complete, longer, and qualitatively better. In addition, planning time at post-instruction and maintenance increased. Limitations of the study and implications for practice are discussed.