The Elementary Teacher's Handbook of Writing Interventions for Students with Learning Disabilities

For many people, expressing themselves through writing can be a complex endeavor. For students with Learning Disabilities these difficulties are common. As teachers, our goal is to provide successful educational opportunities for all of our students. To create these opportunities for our students with Learning Disabilities, one must identify the most effective writing skills and strategies. When given effective, focused, research-based instruction, students with Learning Disabilities have the prospect for a successful future. The purpose of this project is to identify the most effective, research-based writing skills and strategies for students with Learning Disabilities. The author reviewed previously conducted research to identify writing strategies and skills that have shown to be most advantageous to students with Learning Disabilities. This research revealed three themes: 1) writing skills/strategies of planning, generating text and prewriting; 2) technological supports of word processing and speech-to-text voice recognition; and 3) the teaching approach of Self-Regulated Strategy Development (SRSD). From this research, the author created The Elementary Teacher’s Handbook of Writing Interventions for Students with Learning Disabilities. This handbook provides straight-forward, easy to understand interventions that can be used by general education teachers for their students with Learning Disabilities in their inclusive classroom. Recommendations for further research may be in the area of psychological processing deficits within Learning Disabilities and the most effective writing strategies for students with all disabling conditions.