The writing process: A powerful approach for the language-disabled student

Area of Science:

• Education
• Linguistics
• Psychology

Background:

• Language-disabled students often struggle with the complexities of the writing process.
• Effective pedagogical strategies are crucial for supporting these learners.
• Understanding the 'how' of writing is key to improving student expression.

Purpose of the Study:

• To demonstrate how direct, explicit instruction in the writing process can benefit language-disabled students.
• To illustrate the application of structured writing stages (prewriting, planning, drafting, revising, proofreading).
• To examine the impact of this approach on a student's writing abilities and self-efficacy.

Main Methods:

• A case study methodology was employed, focusing on one language-disabled student, Jeff.
• The study involved structuring and explicitly teaching the distinct stages of the writing process.
• Student progress was observed through the lens of their engagement with these stages.

Main Results:

• The structured approach enabled the student to explore ideas and manage writing demands more effectively.
• Clearly defined stages with specific skills allowed the student to overcome limitations.
• The case study documented an increase in the student's sense of control over writing and self-regard as a writer.

Conclusions:

• Explicit instruction in the writing process is a valuable tool for language-disabled students.
• Structuring writing into defined stages enhances students' ability to express themselves.
• This pedagogical approach fosters greater writer identity and confidence in students with language disabilities.