A Review of Teaching Sentence-Level Writing Skills to Students With Writing Difficulties and Learning Disabilities

Datchuk, Shawn M.; Kubina, Richard M.

doi:10.1177/0741932512448254

Cited by 79 publications

(90 citation statements)

References 49 publications

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“…During prescreening, both students in Group 1, Fatima and Jim, showed the slowest handwriting performance of all students, 57 CLPM and 36 CLPM, respectively, transcribing text at approximately half or a quarter of the rate of students in the other three groups. Prior research has found that fluent handwriting at the sublexical and lexical levels of writing can impact overall text production (Berninger et al., ; Datchuk & Kubina, ). In addition, in accordance with cognitive theories of writing development (Graham, ), lack of proficiency with transcription skills can constrain working memory and hinder overall writing output.…”

Section: Discussionmentioning

confidence: 99%

Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High‐Incidence Disabilities

Datchuk

Rodgers

2018

Learn Disabil Res Pract

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Good sentence construction, the act of writing multiple words into sentence types that make semantic and syntactic sense, is needed for clear and meaningful written expression. The present study investigated the effects of a multi‐component writing intervention, sentence instruction and frequency building to a performance criterion, on the simple sentence construction of intermediate‐grade level students with high‐incidence disabilities. Four special education teachers delivered intervention to small groups of two students, a total of eight students, and assessed for retention. Overall results were positive but inconsistent across the small groups. Three of the four small groups improved their text writing within simple sentences during and following intervention, and moderate to large Tau‐U values for correct word sequences and for incorrect word sequences, respectively, were found. Results suggest that postinstruction writing fluency practice can be an effective part of writing intervention for intermediate‐grade level students with high‐incidence disabilities.

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Section: Discussionmentioning

confidence: 99%

Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High‐Incidence Disabilities

Datchuk

Rodgers

2018

Learn Disabil Res Pract

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“…Comme premier constat, toutes les recensions antérieures consultées montrent que les stratégies d'enseignement éprouvées ou recommandées valent pour tous les types d'élèves, typiques et atypiques, mais démontrent un effet plus marqué chez ceux qui sont en difficulté ou qui présentent un trouble d'apprentissage (Datchuk et Kubina, 2012;Edmonds et al, 2009;Gillespie et Graham, 2014;Graham et Harris, 2009;Hongli, 2014;Kaldenberg et al, 2015;Rouhani et al, 2016;Scammacca et al, 2015). Plusieurs auteurs soulignent les difficultés rencontrées lorsqu'ils tentent d'analyser des résultats de recherches tantôt relatifs à des évaluations construites par les chercheurs, tantôt à des évaluations normatives (Kaldenberg et al, 2015;Scammacca et al, 2015;Wansek et al, 2010).…”

Section: L'analyse De Recensions Antérieures Période De 2012 à 2016unclassified

Que disent les recensions antérieures de recherches sur les enseignements favorisant les compétences en littératie de la fin du primaire et du secondaire?

Granger

Moreau²

2018

L & L

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RésuméCet article dresse un état des lieux sur les interventions en lecture et en écriture (stratégies, processus ou modalités) répertoriées depuis trente ans sur les enseignements favorisant les compétences en littératie de la fin du primaire et du secondaire. Notre analyse montre que certaines stratégies cognitives et métacognitives sont bénéfiques pour tous les élèves, qu'ils éprouvent un trouble d'apprentissage ou non. Pourtant elles seraient encore peu présentes dans les pratiques des enseignants. La discussion et la conclusion proposent des pistes de solutions afin que soient optimisées les capacités à lire, à écrire et à communiquer chez tous les élèves.Mots-clés littératie, compétences en littératie, lire et écrire, interventions, enseignement, apprentissage, enseignement disciplinaire Abstract This article provides an overview of the literacy interventions (strategies, processes or modalities) that have been documented over the last 30 years on literacy skills at the end of elementary and secondary school. Our analysis shows that some cognitive and metacognitive strategies are beneficial for all students who have a learning disability or not; yet they would still hardly be present in teachers' practices. The discussion and conclusion suggest possible solutions to optimize the reading, writing and communication skills of all students.

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“…A number of meta-analyses examining the effects of interventions on the writing skills of students with LD have demonstrated that students with LD benefi t from explicit instruction in handwriting and sentence construction (Datchuk & Kubina, 2012 ) and in writing strategies and metacognitive self-regulation strategies throughout the writing process . A number of meta-analyses examining the effects of interventions on the writing skills of students with LD have demonstrated that students with LD benefi t from explicit instruction in handwriting and sentence construction (Datchuk & Kubina, 2012 ) and in writing strategies and metacognitive self-regulation strategies throughout the writing process .…”

Section: Writing Interventions For Els With Ldmentioning

confidence: 99%

Interventions in Learning Disabilities

Schiff¹,

Joshi²

2016

Literacy Studies

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While language defi nes humanity, literacy defi nes civilization. Understandably, illiteracy or diffi culties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the fi gure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become diffi cult to integrate this abundance of information into a coherent body because of the artifi cial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills.More information about this series at

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A Review of Teaching Sentence-Level Writing Skills to Students With Writing Difficulties and Learning Disabilities

Cited by 79 publications

References 49 publications

Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High‐Incidence Disabilities

Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High‐Incidence Disabilities

Que disent les recensions antérieures de recherches sur les enseignements favorisant les compétences en littératie de la fin du primaire et du secondaire?

Interventions in Learning Disabilities

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