Common Characteristics of Writing Interventions for Students With Learning Disabilities: A Synthesis of the Literature

Abstract

Twenty‐three single‐subject studies aimed at improving the writing achievement of students identified as having a learning disability were analyzed meta‐analytically. The effect size phi was used to compare the writing strategies. The dependent measures used to assess the efficacy of the interventions were also coded and reviewed. Results suggest intervention studies using the self‐regulated strategy development (SRSD) or a non‐SRSD writing strategy produced high effect sizes, suggesting the overall success of the writing interventions. Findings also indicate the 23 studies used a total of 39 dependent measures, which show the way writing achievement is measured varies greatly. Furthermore, many of the dependent measures were not standardized or technically sound.

Level and Trend of Writing Sequences: A Review and Meta-Analysis of Writing Interventions for Students With Disabilities

“…Unfortunately, no prior reviews of the single-case experimental-design (SCED) or group-design literature have focused solely on writing fluency-specifically, writing fluency of connected text at the sentence and discourse levels-and none have reported effect sizes specific to level or trend of writing sequences. Of prior reviews, only two SCED reviews have included a small number of studies-a total of three unique studies across both reviewsmeasuring text-writing sequences (Datchuk & Kubina, 2013;Kaldenberg, Ganzeveld, Hosp, & Rodgers, 2016). Most prior single-case and group-design reviews have focused on other text-writing measures besides CWS, such as T-units, TWW, and number of sentences (Graham, 2006;Losinski, Cuenca-Carlino, Zablocki, & Teagarden, 2014;McMaster, Kunkel, Shin, Jung, & Lembke, 2018;Pennington & Delano, 2012;Rogers & Graham, 2008), thereby limiting interpretation to writing sequences.…”

The Effects of a Motivational Intervention on Improving the Writing Productivity of Students with Learning Disabilities

“…This applies not just to the United States but to all literate societies. Fortunately, the research base regarding effective writing instruction has advanced a great deal over the last two decades, especially concerning interventions for children and adolescents with learning disabilities (Gillespie & Graham, 2014;Graham, MacArthur, & Fitzgerald, 2013;Kaldenberg, Ganzeveld, Hosp, & Rodgers, 2016;Troia, 2010).…”

Early Writing Skill Intervention for Elementary Students with Learning Disability: A Systematic Review

“…In everyday life, writing is used to communicate with others through e-mail, SMS, commenting and posting on social media. Low writing skill will affect the student's performance on the higher education and when entering the workplace [1], [2], [3]. Early writing is a learning stage for low grade elementary school students.…”

“…Writing is a challenging activity for students with learning disability because writing is a complex developmental task which combines fine motor skills, visualmotor coordination, cognitive, alphabetical knowledge such as letter names, shapes, and sequences and phonological awareness including rhyming , blending , and segmentation ( [8], [9], [1], [3]. Students with learning disability often show a low quality of writing, such as errors in spelling, handwriting, and sentence structure.…”

“…The results showed that four interventions writing, such as strategies, goal setting, dictation, and the writing process proved to have a positive impact and significant influence on the writing quality of LD students. Kaldenberg et al,in [1], conducted a meta-analyst to 23 single-subject study on writing interventions of student with learning disability in grade 4-12. The writing interventions used in this study included Self-Regulated Strategy Development (SRSD), systematic instruction, assistive technology, and direct instruction.…”