Perceptions of Students With Language and Learning Disabilities About Writing Process Instruction

McAlister, Kara M.; Nelson, Nickola Wolf; Bahr, Christine M.

doi:10.1207/sldrp1403_4

Cited by 12 publications

(5 citation statements)

References 17 publications

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“…Through this process, we excluded 15 articles for the following reasons: Five articles were excluded because the primary focus of the study was not on science instruction (Bakken & Mastropieri, 1997; Espin & Deno, 1993; Kooy, 1992; Marino, Coyne, & Dunn, 2010; Nelson, Smith, & Dodd 1992). Eight articles were not analyzed because they did not meet initial requirements (Anderman, 1998; Carlisle & Chang, 1996; Cawley, Hayden, Cade, & Baker–Kroczynski, 2002; Gaddy, Bakken, & Fulk, 2008; McFarland & Shepard, 1995; Parmar, Duluca, & Janczak, 1994; Scruggs & Mastropieri, 1994; and Shepard & Adjogah, 1994). One article was excluded because it summarized three studies already included in the review (Mastropieri, Scruggs, & Magnusen, 1999).…”

Section: Methodsmentioning

confidence: 99%

“…There are several potential reasons why students with LD have difficulty in science. Language disabilities in reading and writing are likely the primary factors that negatively impact a student with LD's science achievement (Parmar, Deluca, & Janczak, 1994;Shepard & Adjogah, 1994;Steele, 2004). Additionally, because science generally involves the use of mathematics, difficulties in this area may also contribute to the limited science achievement for students with LD (Olson & Platt, 2004).…”

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confidence: 99%

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Science Instruction for Students with Learning Disabilities: A Meta-Analysis

Therrien

Taylor

Hosp

et al. 2011

Learning Disabilities Research &Amp; Practice

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Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta-analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry-based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts.

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Science Instruction for Students with Learning Disabilities: A Meta-Analysis

Therrien

Taylor

Hosp

et al. 2011

Learning Disabilities Research &Amp; Practice

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show abstract

“…Difficulties in core academic skills also play a large role in students' problems in science. The vast majority (over 80%) of students with LD are identified as having significant problems in the area of reading and/or writing (Parmar, Deluca, & Janczak, 1994;Shepard & Adjogah, 1994;Steele, 2004). Problems for students with LD are exacerbated within textheavy science instruction, but are even problematic within inquiry-based classrooms that often consist of instructional components that require reading for research (Kaldenberg et al, 2015).…”

Section: Reasons Students With Ld Struggle In Sciencementioning

confidence: 99%

Explicit Instruction and Next Generation Science Standards Aligned Classrooms: A Fit or a Split?

Therrien

Benson

Hughes

et al. 2017

Learn Disabil Res Pract

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The purpose of this article is to discuss the use of explicit instruction in the curriculum area of science where non‐explicit approaches (e.g., discovery learning) are often used. While there has been a relative paucity of research on explicit instruction in science classrooms, we argue that explicit instruction, particularly when it is embedded within an inquiry approach aligned to the Next Generation Science Standards, has the potential to increase achievement in science for students with LD. Based on previous research, we provide potential ways to implement the five core instructional components of explicit instruction in today's inquiry‐based science classrooms.

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“…In comparison to typically achieving peers, students with disabilities tend to write a shorter, less coherent, and less refined writing product. This is a result of their inability to generate ideas, organize text, and apply metacognitive skills (McAlister, Nelson, & Bahr, 1999). Further, students with disabilities make considerably more spelling, capitalization, and punctuation errors (Graham & MacArthur, 1998).…”

Section: Characteristics Of Parents and Children Working Together To mentioning

confidence: 99%

Assistive Technology and Literacy Learning: Reflections of Parents and Children

Jeffs

Behrmann

Bannan-Ritland

2005

J Spec Educ Technol

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Literacy is important not only to school success but is fundamental to skills needed to succeed in our rapidly changing technology-driven society. This article focuses on characteristics, interactions, and attitudes of parents and children related to their use of assistive technologies to build literacy skills. Interviews and observations involving parents and children using a variety of assistive technologies, along with a synthesis of research literature provide a framework for discussion. A contextual background for technology use by parents and children examines (a) specific learning characteristics of parents and children selecting and using assistive technology, (b) the impact of technology on their attitudes in the literacy process, and (c) areas of support needed by parents and students in literacy learning. Parents and children used a combination of technologies to meet specific individual learning needs. As a result, customization of the learning task through the use of technology occurred and in return provided enhanced opportunities for engagement and interaction to take place. Parents and children began to learn from each other and from the technology.

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Perceptions of Students With Language and Learning Disabilities About Writing Process Instruction

Cited by 12 publications

References 17 publications

Science Instruction for Students with Learning Disabilities: A Meta-Analysis

Science Instruction for Students with Learning Disabilities: A Meta-Analysis

Explicit Instruction and Next Generation Science Standards Aligned Classrooms: A Fit or a Split?

Assistive Technology and Literacy Learning: Reflections of Parents and Children

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