Teaching Low Achievers and Students with Learning Disabilities to Plan, Write, and Revise Opinion Essays

Wong, Bernice Y. L.; Butler, Deborah L.; Ficzere, S A; Kuperis, Sonia

doi:10.1177/002221949602900209

Cited by 114 publications

(121 citation statements)

References 19 publications

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“…There is considerable evidence across many domains, including writing, that explicit teaching of strategies, and of the schemas that go with them, is critical to developing competence (Graham, 2006;Pressley & Harris, 2006). In particular, there is evidence that instruction in appropriate strategies can improve persuasive writing (Wong, Butler, Ficzere, & Kuperis, 1997) and other forms of writing, including expository writing (e.g., Englert, Raphael, & Anderson, 1991). Although the relationships employed in Toulmin logic are not applicable to expository text, it is not hard to identify conceptual relationships that play a critical role in both the organization of expository text and the underlying thought processes.…”

Section: Scaffolding Expository Writing: Rhetorical Topoi Concept Mamentioning

confidence: 99%

Cognitive Models of Writing: Writing Proficiency as a Complex Integrated Skill

Deane

Odendahl

Quinlan

et al. 2008

ETS Research Report Series

116

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This paper undertakes a review of the literature on writing cognition, writing instruction, and writing assessment with the goal of developing a framework and competency model for a new approach to writing assessment. The model developed is part of the Cognitively Based Assessments of, for, and as Learning (CBAL) initiative, an ongoing research project at ETS intended to develop a new form of kindergarten through Grade 12 (K-12) assessment that is based on modern cognitive understandings; built around integrated, foundational, constructedresponse tasks that are equally useful for assessment and for instruction; and structured to allow multiple measurements over the course of the school year. The model that emerges from a review of the literature on writing places a strong emphasis on writing as an integrated, socially situated skill that cannot be assessed properly without taking into account the fact that most writing tasks involve management of a complex array of skills over the course of a writing project, including language and literacy skills, document-creation and document-management skills, and critical-thinking skills. As such, the model makes strong connections with emerging conceptions of reading and literacy, suggesting an assessment approach in which writing is viewed as calling upon a broader construct than is usually tested in assessments that focus on relatively simple, on-demand writing tasks.

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Section: Scaffolding Expository Writing: Rhetorical Topoi Concept Mamentioning

confidence: 99%

Cognitive Models of Writing: Writing Proficiency as a Complex Integrated Skill

Deane

Odendahl

Quinlan

et al. 2008

ETS Research Report Series

116

View full text Add to dashboard Cite

show abstract

“…Several planning strategies have been shown to increase the length and quality of students' writing as well as improve the organizational structure of the composition (e.g., Wong, Butler, Ficzere, & Kuperis, 1996, 1997see Graham, 2006a and, for reviews).…”

Section: Pre-writing Activitiesmentioning

confidence: 99%

Effective Writing Instruction for Students Who Have Writing Difficulties

Santangelo¹,

Olinghouse²

2009

focusXchild

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Writing well is not just an option for young people-it is a necessity. Along with reading comprehension, writing skill is a predictor of academic success and a basic requirement for participation in civic life and in the global economy. Yet every year in the United States large numbers of adolescents graduate from high school unable to write at the basic levels required by colleges or employers.... Because the definition of literacy includes both reading and writing skills, poor writing proficiency should be recognized as an intrinsic part of this national literacy crisis. (Graham & Perin, 2007b, p. 3) As Graham and Perin (2007b) assert, the ability to compose represents a fundamental and essential competency for children and adults alike. Writing is one of the most powerful tools we have for learning and for demonstrating what we know. Therefore, difficulties with writing create significant barriers in education, employment, and other life pursuits (Graham, 2006b).Despite the importance of writing, assessment data indicate that we are not yet highly effective at helping students gain the critical knowledge and skills required for competent narrative, expository, and persuasive prose. For example, according to the 2007 National Assessment of Educational Progress (NAEP), only 33% of eighth graders and 24% of 12th-graders were classified as proficient writers (Salahu-Din, Persky, & Miller, 2008). The NAEP data further documented that students with disabilities are at particularly high risk for writing difficulties, as the percentage of eighth-and 12th-grade students with disabilities classified as "proficient" writers was 6% and 5%, respectively (see , for a review of research related to writing difficulties among students with disabilities).In this article, we offer a synthesis of contemporary qualitative and quantitative research related to one of the most critical elements vis-à-vis improving struggling writers' performance: effective writing instruction. To facilitate understanding and implementation of the findings from what is, ináeed, a substantial body of literature, we have organized our discussion into four overarching recommendations:1. Establish the context for effective writing instruction. 2. Use research-based instructional methods and practices. 3. Teach writing strategies. 4. Teach word-, sentence-, and paragraph-level skills.

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“…writing). They struggle with selfregulatory behaviour, are unaware of effective strategies to solve problems, and have little flexibility in their thinking [58][59][60]. Writing tasks usually are complex and require EF skills and unfortunately, many students with LLD have various EF difficulties [27,55,61].…”

Section: Understanding the Relationship Between Executive Functions mentioning

confidence: 99%

Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders

Watson¹,

Michalek²,

Gable³

2016

Int J Sch Cog Psychol

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Purpose: School based speech-language pathologists (SLPs) has an important role in the identification and intervention of problems in oral and written language. In collaboration with classroom teachers, they often are asked to develop intervention plans that include evidence-based practices for those students with language learning disabilities (LLD) who have language deficits. The purpose of this article is to bridge theory to practice by explaining an evidence-based instructional model, the self-regulated strategy development model (SRSD), for SLPs to consider as they deliver instruction to support the written language deficits of students with LLD. Method:The authors examine critically the relationship between executive functions (EFs) and written expression. They discuss the EFs researchers have identified as important to students' development of written expression and the difficulties students with LLD encounter in completing written expression tasks. The authors outline a model of EFs in relationship to the "Not-So-Simple view of writing" model which provides a framework for viewing the multiple components of the writing system. Conclusion:Based on the review of the literature, the SRSD is an effective evidence-based teaching model for instructing students with LLD that integrates and scaffolds the EFs essential for developing written expression skills.

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Teaching Low Achievers and Students with Learning Disabilities to Plan, Write, and Revise Opinion Essays

Cited by 114 publications

References 19 publications

Cognitive Models of Writing: Writing Proficiency as a Complex Integrated Skill

Cognitive Models of Writing: Writing Proficiency as a Complex Integrated Skill

Effective Writing Instruction for Students Who Have Writing Difficulties

Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders

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