Improving Writing Outcomes for Students with Learning Disabilities

Research indicates the complexity and the importance of writing for success in school and beyond. Research also shows that skilled writing requires instruction, practice, and development in other areas, such as language and executive functioning. Furthermore, writing development typically varies from individual to individual. For students with learning disabilities (LD) who experience difficulties with writing, estimated to make up at least 10% of the school-aged population, there are some common challenges. Typically, students with LD demonstrate difficulties with lower-level writing skills, such as handwriting, spelling, and sentence composition, as well as difficulties with the higher-level writing processes (planning, writing, revising, self-regulation, and motivation) required for composing. Findings from the most recent review of writing interventions for students with LD are presented in this chapter, organized to address each of these challenging areas in writing for students with LD. The chapter concludes with a discussion of factors beyond writing instruction that may influence the writing of students with LD, namely, teacher beliefs about students with LD and their mindset toward students’ writing. Suggestions for next steps for the field of writing research aimed at improving the writing outcomes of students with LD and for teacher preparation to provide effective writing instruction to students with LD are discussed.