Teaching Effective Revising Strategy to Improve Writing Performance for Children with Learning Disabilities in the United States: A Review

Writing is an important indicator of a student’s academic achievement. For most children with learning disabilities, writing is critical, complex, and challenging as well. Previous research studies have shown that children with learning disabilities tend to demonstrate significantly lower writing performance compared to their typically developing peers. Researchers in the United States have conducted various revising strategy instruction, which have been found to significantly improve the overall writing performance of the struggling learners with learning disabilities. This article provides a review and analysis of the revising strategies adopted in American elementary and middle schools, and also discusses ways to effectively incorporate the strategy instruction into daily teaching routines. Being informed of the revising strategy research and practices in the United States will help us explore further in this critical area, which will ultimately contribute to better writing outcomes for the Chinese struggling writers with learning disabilities.