Teaching Children With Language-Learning Disabilities to Plan and Revise Compare–Contrast Texts

Abstract

Children need to demonstrate sufficient writing skills to meet curriculum demands for writing and to succeed in their classes, as well as to deepen understanding of themselves and the world (Graham & Perin, 2007). However, writing often is a difficult and complex task that requires children not only to have the cognitive resources for producing varied texts, such as topic, genre, and linguistic knowledge and specific writing skills and techniques, but also to have adequate meta-cognitive abilities to monitor their writing-related thoughts, feelings, and behaviors, and to maintain a positive attitude toward writing (Troia, 2006). Children with language-learning disabilities (LLD) who display normal nonverbal cognitive abilities but experience oral and written language difficulties that adversely affect their academic performance (National Joint Committee on Learning Disabilities [NJCLD], 1990) have been found to demonstrate difficulties in many aspects of writing (Dockrell, Lindsay, & Connelly, 2009). Compared with their same-age peers, children with LLD compose shorter texts (Dockrell et al., 2009); demonstrate a limited ability to generate and organize their ideas; display many errors in grammar, spelling, and other writing conventions (Dockrell & Connelly, 2009); and write papers with poorer overall quality (Fey,

Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis

“…It is equally important that the instructional methods used are effective and efficient. This presents a challenge, as there is very little research directed at how to teach writing to children classified with SLI (see De La Paz, 2001; McCurdy, 2002; Shen & Troia, 2018 for notable exceptions). Until such research takes place, it seems prudent to draw on evidence-based practices shown to be effective with other children who experience difficulties with writing (e.g., see Gillespie & Graham, 2014).…”

A Decade Review of Single‐Case Graph Construction in the Field of Learning Disabilities

“…More recently, SCRDs have been used to test the effects of interventions for students with a LD in a variety of areas including writing (e.g., Datchuk & Rogers, 2018; Shen & Troia, 2018), video modeling (e.g., Satsangi et al., 2019), and mathematics interventions (McKevett et al., 2020). Furthermore, systematic reviews designed to identify whether specific practices can be identified as EBPs for students with LD include SCRDs.…”

Effects of Writing Interventions on the Level and Trend of Total Words Written: A Meta-Analysis

“…Conversely, we coded any writing task with a time limit greater than 10 min as extended. When possible, we removed designated planning time from time limits (e.g., 10 min of planning and 30 min of composition was coded as 30 min) or coded writing duration (i.e., time spent by students engaged in sustained writing) to better estimate writing fluency; this was the case for five studies, or 12% of included studies (Asaro- Saddler & Saddler, 2010;Miller & Little, 2018;Saddler, 2006;Shen & Troia, 2018;Southall, 2011). Similar to prior reviews (Datchuk & Kubina, 2013;, we coded for several aspects of the What Works Clearinghouse (WWC; 2020) standards of methodological quality: experimental design, number of phases, data points per phase, fidelity, and interobserver agreement (IOA).…”

“…Most acquisition studies featured a SRSD strategy to teach planning, writing, and revising an essay or narrative (Asaro- Saddler, 2014;Asaro-Saddler & Bak, 2012;Asaro-Sad-dler & Saddler, 2010;Caroll, 2018;Hashey, 2015;Levy, 2018;Lewandowski, 2011;MacArthur & Philippakos, 2010;Mourgkasi & Mavropoulou, 2018;Nordness et al, 2019;Ray et al, 2019;Saddler, 2006;Southall, 2011;Werunga, 2018). Several SRSD studies included multiple strategies for planning and/ or revising (McKeown et al, 2015;Shen & Troia, 2018), or SRSD was supplemented with visual supports, such as student-drawn pictures for planning (Dunn, 2012(Dunn, , 2015Dunn & Miller, 2016) and production of video selfmodels (Miller & Little, 2018). Besides SRSD, the remaining acquisition studies included graphic organizer instruction (Bishop et al, 2015;Gonzalez-Ledo et al, 2015;Unzueta & Barbetta, 2012) and technology-based graphic organizers with strategy instruction and selfregulation components (Ahn, 2017;Evmenova et al, 2016;Good, 2019).…”