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

Shawn M. Datchuk, Richard Kubina

Research output: Contribution to journalReview article

30 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)180-192
Number of pages13
JournalRemedial and Special Education
Volume34
Issue number3
DOIs
StatePublished - May 1 2013

Fingerprint

Learning Disorders
learning disability
Handwriting
Teaching
handwriting
Students
student
grammar
Research Design
writer
Research
Group

All Science Journal Classification (ASJC) codes

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

@article{79ec620a01a4454988f4687fec353f31,
title = "A Review of Teaching Sentence-Level Writing Skills to Students With Writing Difficulties and Learning Disabilities",
abstract = "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.",
author = "Datchuk, {Shawn M.} and Richard Kubina",
year = "2013",
month = "5",
day = "1",
doi = "10.1177/0741932512448254",
language = "English (US)",
volume = "34",
pages = "180--192",
journal = "Remedial and Special Education",
issn = "0741-9325",
publisher = "SAGE Publications Inc.",
number = "3",

}

A Review of Teaching Sentence-Level Writing Skills to Students With Writing Difficulties and Learning Disabilities. / Datchuk, Shawn M.; Kubina, Richard.

In: Remedial and Special Education, Vol. 34, No. 3, 01.05.2013, p. 180-192.

Research output: Contribution to journalReview article

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

PY - 2013/5/1

Y1 - 2013/5/1

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

VL - 34

SP - 180

EP - 192

JO - Remedial and Special Education

JF - Remedial and Special Education

SN - 0741-9325

IS - 3

ER -