Abstract
This article examines an approach to diagnosing and remediating writing problems of gifted students with language learning disabilities. Case studies of a third grader, sixth grader, and college student demonstrate differences in literacy problems among the gifted/learning disabled. An informal tool to diagnose writing problems is described and demonstrated with each case study. An instructional approach which takes into consideration developmental, remedial, and adaptive needs of the individual is examined, and three sample instructional objectives for writing are explored.
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