Using the Expressive Writing Program to Improve the Writing Skills of High School Students with Learning Disabilities

Authors


Requests for reprint should be sent to Margaret E. Shippen, Ph.D., Georgia State University, Department of Educational Psychology and Special Education, P.O. Box 3979, Atlanta, GA 30303. Electronic inquiries may be sent to pshippen@gsu.edu.

Abstract

Abstract. The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule-based instruction can enhance the writing skills of struggling students. Research in Direct Instruction (DI) writing programs is promising, but limited at this time to a small number of group design studies. The purpose of this study was to investigate the effects of the DI writing program, Expressive Writing, for high school students with learning disabilities using a single-subject design methodology. Results indicated that the Expressive Writing program improved the writing skills of the students in this study. Students also were able to generalize and maintain the writing skills learned during intervention.

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