Writing in Elementary Students With Language-Based Learning Disabilities: A Pilot Study to Examine Feasibility and...

Area of Science:

• Educational Psychology
• Special Education
• Speech-Language Pathology

Background:

• Children with language-based learning disabilities (LLD) face significant writing challenges.
• Empirical evidence for effective writing interventions for LLD is limited.

Purpose of the Study:

• To assess the feasibility and effectiveness of a writing intervention (WILLD) for 4th and 5th graders with LLD.
• To evaluate a program targeting word, sentence, and discourse writing levels using self-regulation strategies.

Main Methods:

• 15 students with LLD participated from three schools.
• A within-group pre-post design was used over 12 weeks.
• Trained speech-language pathologists and special educators delivered the intervention in small groups.

Main Results:

• Students demonstrated statistically significant improvements in writing quality.
• A significant decrease in grammatical errors was observed post-intervention.
• The WILLD intervention showed promise for enhancing informative writing skills.

Conclusions:

• The WILLD intervention is feasible for students with LLD.
• The intervention shows promise for improving writing outcomes when delivered by SLPs and special educators.
• Further research is warranted to explore implications and refine the intervention.