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Evidence-Based Practices to Improve the Expository Writing Performance of Students with Learning Disabilities: Strategy Instruction vs. Genre Study
Journal article

Evidence-Based Practices to Improve the Expository Writing Performance of Students with Learning Disabilities: Strategy Instruction vs. Genre Study

Mei Shen and Gary Troia
Perspectives on language and literacy, Vol.44(2), pp.10-16
04/01/2018

Abstract

Attitudes Curricula Disability Entrance examinations Handwriting Learning disabilities Literacy Peers Student writing Writing instruction
The Common Core State Standards (CCSS, 2010) have established high expectations for students' writing. For students with learning disabilities, it is expected that they are taught and challenged to meet the same writing standards as their typically developing peers, which will ultimately contribute to better life quality for these students in terms of school performance, employment, and civic engagement.

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