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Notes and annotations here apply to Writing process

Writing process for students with disabilities

Teaching the writing process to students with disabilities can be challenging, however research suggests that a number of strategies can be used to help these students succeed both in the traditional K-12 settings and in postsecondary education.

Wery and Nietfeld discuss the implementation of self-regulated learning strategies for students with learning disabilities. While much of their research focuses on students in K-12 settings, they do emphasize the importance of think-aloud protocols and point toward the use of multimodal composition strategies, including students recording themselves learning and writing about topics of high interest and using software to create pictures and diagrams as part of their writing process.

In fact, using technological interventions is a frequent suggestion from many researchers. Hetzroni and Shrieber take a close look at how basic word processing software such as Microsoft Word make a significant difference in the pace and comfort learning disabled students make in elementary and junior high settings. They quote a longitudinal study by Owston and Wideman (1997) showing a greater degree of expressiveness and implementation of writing strategies not seen with the same frequency with pencil and paper tasks. They also point to Raskind and Higgins (1998) who see similar gains among secondary students, offering linkage to college students with disabilities in writing-intensive courses.

Marchisan advocates using computers as part of the revising process to minimize the frustration of surface-level grammatical errors. Montgomery and Marks (2006) write that students learning disabilities see their writing improved by the use of word processing and graphic design software to help students grasp the writing process and ultimately produce longer and more fluid compositions. Applications of the technology include, but are not limited to having students record their work on tape and play it back to themselves to help with writing, create stories pertaining to different moods and contrast electronically with other students’ work with their own have all shown to be effective.

Furthermore, Mason, Harris and Graham reveal research indicating the effectiveness of Self-Regulated Strategy Development (SRSD) for adolescents who struggle with writing processes due to learning disabilities. There are six recursive strategies explored in this program: (develop background knowledge, discuss it, model it, memorize it, support it, and independent practice. In order to effectively model the strategies, teachers must work out strategies aloud with student assistance. Teachers then help students memorize specific strategies by having students make personal statements about how they might be able to apply the strategies to their own particular writing. Part of this comes from the use of easy to remember acronyms such as POW (Pick my idea, Organize my Notes, Write and Say More) and the SCAN strategy for persuasive essays (does it make Sense, is it Connected to my belief, can you Add more, Note errors).

Troia and Graham also emphasize the importance of teaching learning disabled students specific planning strategies to compensate for the more organic acquisition of these skills by neurotypical peers. Citing examples by well-known authors – such as Kathy Reichs who created the characters on which the TV drama Bones is based on – they illustrated the importance of goal-setting and pre-planning that many writers take for granted. By explicitly teaching three key pre-planning strategies of goal-setting, brainstorming and organizing.