TY - JOUR
T1 - A Review of Teaching Sentence-Level Writing Skills to Students With Writing Difficulties and Learning Disabilities
AU - Datchuk, Shawn M.
AU - Kubina, Richard M.
PY - 2013/5
Y1 - 2013/5
N2 - Students with writing difficulties and learning disabilities struggle with many aspects of the writing process, including use of sentence-level skills. This literature review summarizes results from 19 published articles that used single-case or group-experimental and quasi-experimental designs to investigate effects of intervention on the sentence-level skills of handwriting, sentence construction, and grammar/usage. Results suggest struggling writers benefited from intervention, particularly in handwriting and sentence construction, and transferred acquired skills to more complex tasks such as sentence writing and extended composition. Also presented are the implications for research and practice.
AB - Students with writing difficulties and learning disabilities struggle with many aspects of the writing process, including use of sentence-level skills. This literature review summarizes results from 19 published articles that used single-case or group-experimental and quasi-experimental designs to investigate effects of intervention on the sentence-level skills of handwriting, sentence construction, and grammar/usage. Results suggest struggling writers benefited from intervention, particularly in handwriting and sentence construction, and transferred acquired skills to more complex tasks such as sentence writing and extended composition. Also presented are the implications for research and practice.
UR - http://www.scopus.com/inward/record.url?scp=84876904211&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84876904211&partnerID=8YFLogxK
U2 - 10.1177/0741932512448254
DO - 10.1177/0741932512448254
M3 - Review article
AN - SCOPUS:84876904211
SN - 0741-9325
VL - 34
SP - 180
EP - 192
JO - Remedial and Special Education
JF - Remedial and Special Education
IS - 3
ER -
