A model of writing instruction integrating word processing, strategy instruction, and a process approach, within a social context for writing as a meaningful task, was tested with 113 elementary students with learning disabilities. Students in experimental classes made greater gains in quality of their narrative and informative writing than did control group students.
Evaluation of a writing instruction model that integrated a process approach, strategy instruction, and word processing
Learning Disability Quarterly, Vol. 18, 278-292.
IDEA Disability Category:
specific learning disability
speech or language impairment
multiple formats of text and notation