Adolescent students with disabilities often struggle with completing writing tasks efficiently. Until recently, most research regarding writing efficiency or fluency has examined production skills such as handwriting with young writers or examined how to use measures of fluency to assess student performance. In this chapter, 10 studies that directly address the impact of instruction on adolescents' writing fluency will be reviewed. Findings indicated that when teacher modeling and structured practice was provided for writing within a time limit, students' writing improved in the number of ideas or text parts written and in holistic quality. When measured, improvement generalized to a standardized writing fluency test. Implications for future research are noted.
Mason, L. and Kubina, R. (2011), "Developing writing fluency for adolescents with disabilities", Scruggs, T. and Mastropieri, M. (Ed.) Assessment and Intervention (Advances in Learning and Behavioral Disabilities, Vol. 24), Emerald Group Publishing Limited, Bingley, pp. 295-319. https://doi.org/10.1108/S0735-004X(2011)0000024013Download as .RIS
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