CHAPTER 11 - Writing Instruction

Abstract

This chapter discusses the cognitive processes in writing and the social context for writing. It also discusses writing problems of students with learning disabilities and it presents two approaches that help learning-disabled students develop competence in cognitive processes of writing: (1) procedural facilitation and (2) strategy instruction. The chapter reviews what is known about teaching writing to learning disabled (LD) students. The majority of students who receive services for learning disabilities (LDs) have severe writing problems that persist over time. At least three factors may account for LD students' difficulties in writing. Their problems in producing text may interfere with other important writing processes such as generating ideas. Their lack of knowledge about writing or their inability to access what they do know may impact on their ability to operate and deploy the cognitive process considered central to effective writing. The cognitive moves or writing strategies employed by LD students may be immature or ineffective. The chapter also discusses the instructional procedures that are responsive to the difficulties demonstrated by LD students.