An Integrated Approach: Students With a Learning Disability Read and Write Across Genres

• In Event: Roundtable Session 60
  In Roundtable Session: Examining Literacy Issues and Practices in Special Education

Abstract

Abstract: An experimental pretest-posttest control group design was used to examine the effects of an intervention in writing. A group of seventh and eighth grade students with a learning disability in reading (LD) were taught writing through an integrated approach in which reading and writing were performed as connected activities. The treatment group was instructed in taking notes, writing summaries of i-books, and developing persuasive elements in their writing. A repeated measures ANOVA analysis showed that the treatment group significantly outperformed the control group in writing as measured by the holistic rubric.

Authors

• Svjetlana Curcic, The University of Mississippi - Tupelo

• Robin Johnstone, Cove School