Preparing Students With Learning Disabilities for Large-Scale Writing Assessments

Abstract

This article provides recommendations for teachers to better prepare 3rd through 12th grade students with learning disabilities for large-scale writing assessments. The variation across large-scale writing assessments and the multiple needs of struggling writers indicate the need for test preparation to be embedded within a comprehensive, evidence-based writing curriculum. In addition, students with learning disabilities can benefit from instruction in self-monitoring and selfevaluation of their writing and in understanding writing test formats. Finally, teachers should support the affective needs of students when they are taking large-scale writing assessments. Teacher vignettes as illustrative examples are provided for each recommendation.

Informative, Compare and Contrast, and Persuasive Essay Composing of Fifth and Seventh Graders

“…In contrast, the current study was designed to be part of the larger line of research on improving assessment of composition across genres. Such assessment research could have important applications to (a) large-scale writing assessments of genre for all students in the Common Core Era including those with SLDs (e.g., Olinghouse & Colwell, 2013), and (b) individually administered clinical assessments for students with a variety of school-related learning problems or talents.…”

Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades With Persisting Learning Disabilities in Written Language

“…Indeed, styluses and electric pens, which require letter formation and production similar to handwriting, are increasingly available to use with laptops. Computerized instruction was also of interest because increasingly the annual tests, yoked to standards for writing achievement (Olinghouse, & Colwell, 2013; Troia & Olinghouse, 2013), are administered by computer.…”

Simultaneously Addressing Students' Academic and Behavioral Needs during Writing Instruction

“…Self-regulated strategy development includes over 70% of the practices for increasing writing achievement recommended by the What Works Clearinghouse (Graham et al, 2012), such as strategies for planning, drafting, and revising/ editing, setting clear and specific goals during writing, and reinforcing positive aspects of students' writing (Olinghouse & Colwell, 2013). It also includes effective instructional practices known to be successful with students with EBD, such as explicit instruction (modeling, supported practice, independent practice), using mnemonics to aid memory, and selfmonitoring (Simonsen et al, 2008).…”