A meta-analysis of writing interventions for students with learning disabilities

Exceptional Children

Volumn 80, Issue 4, 2014, Pages 454-473

  Gillespie, Amy ^a   Graham, Steve ^b  

^a SOUTHERN METHODIST UNIVERSITY   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84903464685     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/0014402914527238     Document Type: Review

References (62)

1. Bahr, C. M., Nelson, N. W., & Van Meter, A. M. (1996). The effects of text-based and graphics-based software tools on planning and organizing of stories. Journal of Learning Disabilities, 29, 355-370. doi:10.1177/ 002221949602900404
2. Baker, S., Gersten, R., & Graham, S. (2003). Teaching expressive writing to students with learning disabilities: Research-based applications and examples. Journal of Learning Disabilities, 36, 109-123. doi:10.1177/ 002221940303600204
3. Blair, R. B. (2003). The effects of story webbing and visual thinking software on the written language performance of students with mild disabilities. Unpublished doctoral dissertation, University of Oklahoma, Norman, OK.
4. Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Chichester, UK: Wiley. doi:10.1002/9780470743386
5. Brantley, H., & Small., D. (1991). Effects of self-evaluation on written composition skill in learning disabled children (ERIC 345404). Washington, DC: U. S. Department of Education.
6. Bryson, M., & Scardamalia, M. (1996). Fostering reflectivity in the argumentative thinking of students with different learning histories. Reading & Writing Quarterly, 12, 351-384. doi:10.1080/1057356960120402
7. Bui, Y. N., Schumaker, J. B., & Deshler, D. D. (2006). The effects of a strategic writing program for students with and without learning disabilities in inclusive fifthgrade classes. Learning Disabilities Research & Practice, 21, 244-260. doi:10.1111/j.1540-5826.2006.00221.x
8. Bulgren, J. A., Marquis, J. G., Lenz, B. K., Schumaker, J. B., & Deshler, D. D. (2009). Effectiveness of question exploration to enhance students' written expression of content knowledge and comprehension. Reading & Writing Quarterly, 25, 271-289. doi:10.1080/10573560903120813
9. Clippard, D., & Nicaise, M. (1998). Efficacy of writers' workshop for students with significant writing deficits. Journal of Research in Childhood Education, 13(1), 7-26. doi:10.1080/02568549809594723
10. Cortina, J. M., & Nouri, H. (2000). Effect size for ANOVA designs (Vol. 129). Thousand Oaks, CA: Sage.
11. Croes, M. J. (1990). The efficacy of employing a writing process approach for the instruction of language arts with learning disabled elementary students. Unpublished doctoral dissertation, Baylor University, Waco, TX.
12. Curcic, S. (2009). Students with learning disabilities and the world wide web: Teaching information problem solving to improve expository report writing. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI.
13. Curry, K. A. (1997). A comparison of the writing products of students with learning disabilities in inclusive and resource room settings using different writing instruction approaches. Unpublished doctoral dissertation, Florida Atlantic University, Boca Raton, FL.
14. de Caso, A. M., Garcia, J. N., Diez, C., Robledo, P., & Alvarez, L. M. (2010). Enhancing writing self-efficacy beliefs of students with learning disabilities improves their writing processes and products. Electronic Journal of Research in Educational Psychology, 8, 195-206. Retrieved from http://repositorio.ual.es:8080/jspui/handle/10835/797
15. de la Paz, S., & Graham, S. (1997). Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems. Journal of Educational Psychology, 89, 203-222. doi:10.1037/0022-0663. 89.2.203
16. Eissa, M. A. (2009). The effectiveness of a program based on self-regulated strategy development on the writing skills of writing-disabled secondary school students. Electronic Journal of Research in Educational Psychology, 7, 5-24.
17. Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 28, 337-372.
18. Ferretti, R. P., Lewis, W. E., & Andrews-Weckerly, S. (2009). Do goals affect the structure of students' argumentative writing strategies? Journal of Educational Psychology, 101, 577-589. doi:10.1037/a0014702
19. Ferretti, R. P., MacArthur, C. A., & Dowdy, N. S. (2000). The effects of an elaborated goal on the persuasive writing of students with learning disabilities and their normally achieving peers. Journal of Educational Psychology, 92, 694-702. doi:10.1037/0022-0663.92.4.694
20. Fewell, D. H. (1985). Intrinsic motivation and learning strategies: A combined approach to educating learning disabled adolescents. Unpublished doctoral dissertation, University of North Carolina, Chapel Hill, NC.
21. Fortner, V. L. (1986). Generalization of creative productive-thinking training to LD students' written expression. Learning Disability Quarterly, 9, 274-284. doi:10.2307/1510381
22. Garcia, J. N., & de Caso, A. M. (2004). Effects of a motivational intervention for improving the writing of children with learning disabilities. Learning Disability Quarterly, 27, 141-159. doi:10.2307/1593665
23. Garcia, J. N., & de Caso, A. M. (2006). Changes in writing self-efficacy and writing products and processes through specific training in the self-efficacy beliefs of students with learning disabilities. Learning Disabilities: A Contemporary Journal, 4, 1-27.
24. Garcia, J. N., & de Caso-Fuertes, A. M. (2007). Effectiveness of an improvement writing program according to students' reflexivity levels. The Spanish Journal of Psychology, 10, 303-313.
25. Garcia-Sanchez, J.-N., & Fidalgo-Redondo, R. (2006). Effects of two types of self-regulatory instruction programs on students with learning disabilities in writing products, processes, and self-efficacy. Learning Disability Quarterly, 29, 181-211. doi:10.2307/30035506
26. Gersten, R., & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A metaanalysis. The Elementary School Journal, 101, 251-272. doi:10.1086/499668
27. Gersten, R., Baker, S. K., Smith-Johnson, J., Flojo, J. R., & Hagan-Burke, S. (2004). A tale of two decades: Trends in support of federally funded experimental research in special education. Exceptional Children, 70, 323-332.
28. Graham, S. (1990). The role of production factors in learning disabled students' compositions. Journal of Educational Psychology, 82, 781-791. doi:1037/0022-0663.82.4.781
29. Graham, S. (1997). Executive control in the revising of students with learning and writing difficulties. Journal of Educational Psychology, 89, 223-234. doi:10.1037/0022-0663.89.2.223
30. Graham, S. (2006). Strategy instruction and the teaching of writing. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187-207). New York, NY: Guilford.
31. Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A metaanalysis of SRSD studies. In L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323-344). New York, NY: Guilford.
32. Graham, S., Harris, K. R., & McKeown, D. (in press). The writing of students with LD, meta-analysis of SRSD writing intervention studies, and future directions: Redux. In L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (2nd ed.). New York, NY: Guilford.
33. Graham, S., MacArthur, C., & Schwartz, S. (1995). Effects of goal setting and procedural facilitation on the revising behavior and writing performance of students with writing and learning problems. Journal of Educational Psychology, 87, 230-240. doi:10.1037/0022-0663.87.2.230
34. Graham, S., McKeown, D., Kiuhara, S. A., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104, 879-896. doi:10.1037/a0029185
35. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445-476. doi:10.1037/0022-0663.99.3.445
36. Graves, A., Montague, M., & Wong, Y. (1990). The effects of procedural facilitation on the story composition of learning disabled students. Learning Disabilities Research, 5, 88-93.
37. Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore: Brookes.
38. Hedges, L., & Olkin, I. (1985). Statistical methods for meta-analysis. Orlando, FL: Academic Press.
39. Hillocks, G. (1984). What works in teaching composition: A meta-analysis of experimental treatment studies. American Journal of Education, 93, 133-170. doi:10.1086/443789
40. Jolly, D. V. (1988). Effects of word processing, synthesized word processing, and collaborative freewriting on the written language of learning disabled students. Unpublished doctoral dissertation, Southern Illinois University at Edwardsville, Edwardsville, IL.
41. Kurtz, H. (1987). Effects of a specific strategy training on the written expression of learning disabled students grades 3-6. Unpublished doctoral dissertation, Drake University, Des Moines, IA.
42. Lane, S. E., & Lewandowski, L. (1994). Oral and written compositions of students with and without learning disabilities. Journal of Psychoeducational Assessment, 12, 142-153. doi:10.1177/073428299401200204
43. Lipsey, M. W., & Wilson, D. B. (2001). Practical metaanalysis. Thousand Oaks, CA: SAGE.
44. MacArthur, C., & Graham, S. (1987). Learning disabled students' composing under three methods of text production: Handwriting, word processing, and dictation. The Journal of Special Education, 21, 22-42. doi:10.1177/ 002246698702100304
45. MacArthur, C. A., Graham, S., Schwartz, S., & Schafer, W. D. (1995). Evaluation of a writing instruction model that integrated a process approach, strategy instruction, and word processing. Learning Disability Quarterly, 18, 278-291. doi:10.2307/1511234
46. MacArthur, C. A., Schwartz, S., & Graham, S. (1991). Effects of a reciprocal peer revision strategy in special education classrooms. Learning Disabilities Research and Practice, 6, 201-210.
47. Montague, M., Graves, A., & Leavell, A. (1991). Planning, procedural facilitation, and narrative composition of junior high students with learning disabilities. Learning Disabilities Research and Practice, 6, 219-224.
48. Morphy, P., & Graham, S. (2012). Word processing programs and weaker writers/readers: A meta-analysis of research findings. Reading and Writing, 25, 641-678. doi:10.1007/s11145-010-9292-5
49. Page-Voth, V., & Graham, S. (1999). Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems. Journal of Educational Psychology, 91, 230-240. doi:10.1037/0022-0663.91.2.230
50. Portilla-Revollar, C. (1994). Differences in story production between students with learning disabilities and normally achieving students under two modes of production. Unpublished doctoral dissertation, University of Texas at Austin, Austin, TX.
51. Pressley, M., & Harris, K. R. (1994). Increasing the quality of educational intervention research. Educational Psychology Review, 6, 191-208. doi:10.1007/BF0221 3181
52. Reynolds, C. J., Hill, D. S., Swassing, R. H., & Ward, M. E. (1988). The effects of revision strategy instruction on the writing performance of students with learning disabilities. Journal of Learning Disabilities, 21, 540-545. doi:10.1177/002221948802100904
53. Rogers, L., & Graham, S. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology, 100, 879-906. doi:10.1037/0022-0663.100.4.879
54. Sandmel, K., & Graham, S. (2011). The process writing approach: A meta-analysis. Journal of Educational Research, 104, 396-407. doi:10.1080/00220671.2010. 488703
55. Sawyer, R., Graham, S., & Harris, K. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340-352. doi:10.1037/0022-0663.84.3.340
56. Sturm, J. M., & Rankin-Erickson, J. L. (2002). Effects of hand-drawn and Computer generated concept mapping on the expository writing of middle school students with learning disabilities. Learning Disabilities Research & Practice, 17, 124-139. doi:10.1111/1540-5826.00039
57. Swanson, L., Harris, K. R., & Graham, S. (2003). Handbook of learning disabilities. New York: Guilford.
58. Therrien, W., Hughes, C., Kapelski, C., & Mokhtari, K. (2009). Effectiveness of a test-taking strategy on achievement in essay tests for students with learning disabilities. Journal of Learning Disabilities, 42, 14-23. doi:10.1177/0022219408326218
59. Troia, G., & Graham, S. (2002). The effectiveness of a highly explicit, teacher directed strategy instruction routine. Journal of Learning Disabilities, 35, 290-305. doi:1 0.1177/00222194020350040101
60. Utay, C., & Utay, J. (1997). Peer-assisted learning: The effects of cooperative learning and cross-age peer tutoring with word processing on writing skills of students with learning disabilities. Journal of Computing in Childhood Education, 8, 165-185.
61. Weiss, D. H. (1992). The effects of process writing instruction on the writing and reading performance of students with learning disabilities. Unpublished doctoral dissertation, Florida International University, Miami, FL.
62. Welch, M. (1992). The PLEASE strategy: A metacognitive learning strategy for improving the paragraph writing of students with mild learning disabilities. Learning Disability Quarterly, 15, 119-128. doi:10.2307/1511013