Process and Product: A Review of the Research on LD Children's Writing Skills

In the last decade we have witnessed a renewed interest in writing research and instruction in both regular and special education. Although regular education researchers have moved away from a product focus, instead examining the writing process, many contend that special education research has continued to focus on product errors while neglecting the processes involved in composition and spelling. This article contains a review of the writing research literature published during the last five years. Both composition and transcription studies conducted with elementary-aged LD subjects were examined. Conclusions of the studies as well as their implications for writing instruction and research are discussed.

[1]  Virginia L. Fortner.  Generalization of Creative Productive-Thinking Training to LD Students' Written Expression , 1986 .

[2]  Carol Sue Englert,et al.  An Analysis of Errors and Strategies in the Expository Writing of Learning Disabled Students , 1987 .

[3]  S. Graham,et al.  Improving Learning Disabled Students' Composition Skills: Self-Control Strategy Training , 1985 .

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[9]  Barbara F. Nodine,et al.  Story Composition by Learning Disabled, Reading Disabled, and Normal Children , 1985 .

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[13]  S. Graham,et al.  CONDITIONS: EFFECTS ON LD STUDENTS' SPELLING PERFORMANCE , 2007 .

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[21]  Linda Flower,et al.  The Dynamics of Composing : Making Plans and Juggling Constraints , 1980 .

[22]  P. Mosenthal.  Three Approaches to Progress: Understanding the Writing of Exceptional Children , 1988, Exceptional children.

[23]  D. Meichenbaum.  Cognitive-Behavior Modification: An Integrative Approach , 1977 .

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