Teaching Writing Strategies and Self-Regulation Procedures To Middle School Students with Learning Disabilities

Abstract

In 1992, the U.S. Department of Education awarded a major grant to the National Council of Teachers of English (NCTE) and the International Reading Association (IRA) to define content standards for the English language arts, grades K-12. After more than 3 years and the involvement of thousands of contributors (including teachers, parents, administrators, researchers, and policy analysts), a set of 12 standards was established, defining what the IRA and NCTE believe students should know and be able to do with language by the time they complete their secondary schooling (NCTE/IRA, 1996). These standards, though listed as a set of 12 interrelated ideas, can be subgrouped into areas of understanding (via reading and appreciating text from a variety of cultures, ethnic groups, and so on), language use (including spoken, written, and "visual" language), conducting research (to pose and answer problems via a variety of informational sources), and lifelong learning (as a member of a literate community and for individually set purposes).Three of the English content standards relate directly to written language proficiency, although each was written more broadly to include other forms of language use as well.1. Students are expected to communicate effectively for a variety of audiences and purposes (Standard 4). 2. Students are expected to use different writing process elements strategically (Standard 5). 3. Students are expected to apply knowledge of structure, conventions, genre, and so on to create and analyze texts (Standard 6).Thus, competent writers "are sensitive to the needs of different audiences and to the ways in which the purpose of a communication shapes the kind of ideas and information they choose and the way in which they present them" (NCTE/IRA, 1996, p.34). Moreover, proficient writers have learned to "vary their organizational strategy" depending on whether they are explaining something, arguing, persuading, or telling a story. Students are expected to learn more than individual elements of the writing process, as they should use writing techniques flexibly, knowing when to proceed methodically and when to adopt alternative strategies. Finally, students are charged with having a working knowledge of Susan De La Paz is affiliated with Vanderbilt University. Funds from Vanderbilt University 's Research Council made a portion of this article possible.

The Impact of an Explicit Writing Intervention on EFL Students’ Short Story Writing

“…This is significant because it confirms that the SRSD multi-component cognitive approach model effectively meets the needs of both complex learning and diverse learners (Harris et al, 2015). The findings validate previous research that has shown that SRSD is an efficient cognitive model embracing students' needs holistically regardless of grade, writing proficiency level, and/or special needs designation (De La Paz, 1999;Lienemann et al, 2006;Reid and Lienemann, 2006;Saddler, 2006;Helsel and Greenberg, 2007). Furthermore, in view of what is already known about the effectiveness of cognitive writing models in the L1, our findings validate their effectiveness in the L2.…”

Children’s Plans for Writing: Characteristics and Impact on Writing Performance

“…Early research on children’s prewriting planning indicated that children only plan prior to writing for a very short time (De la Paz, 1999), and when they do plan, it is typically a draft of the text to be produced (Bereiter & Scardamalia, 1987). More recent research has indicated that typically children do not use the plans they produce (Limpo & Alves, 2013).…”

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