Writing Underachievement
Abstract/Description
Writing underachievement is a national dilemma, especially among students with learning disabilities and/or ADHD. At the same time, the process approach or writer’s workshop approach to writing is expanding in popularity even though it is not evidence-based and its effectiveness has not been widely studied. Interestingly, the Self-Regulation Strategy Development (SRSD) method has been extensively studied and it has proven successful for both general and special education students. Difficulties with written expression create negative social and emotional consequences for students since writing is critical to academic and professional success. Despite this, few studies have explored the impact of writing underachievement. The purpose of this research is to better understand the experiences of struggling writers within the elementary school setting, especially students who receive special education services. Additionally, SRSD was administered to a group of students with learning disabilities and/or ADHD. This research was conducted in an effort to provide special and general education teachers with more information about supporting struggling writers to avoid negative social and emotional outcomes which may lead to decreased motivation, self-efficacy and possibly school failure. Combining a qualitative and quantitative approach, data was collected through teacher and parent surveys, interviews and a focus group for students and parents. Additionally, writing samples and notes were analyzed during a four-week intensive intervention in which five students with learning disabilities and/or ADHD were taught how to write informational texts using the SRSD model. The results of the intervention and the data collection led to four main findings. First, a substantial amount of students will struggle to write. This struggle is attributed to many factors. Second, students who struggle with writing experience social and emotional consequences. Next, foundational skills are critical to writing competency. Finally, SRSD improves student writing, motivation and self-efficacy.
Writing Underachievement
Guzman 110, Dominican University of California
Writing underachievement is a national dilemma, especially among students with learning disabilities and/or ADHD. At the same time, the process approach or writer’s workshop approach to writing is expanding in popularity even though it is not evidence-based and its effectiveness has not been widely studied. Interestingly, the Self-Regulation Strategy Development (SRSD) method has been extensively studied and it has proven successful for both general and special education students. Difficulties with written expression create negative social and emotional consequences for students since writing is critical to academic and professional success. Despite this, few studies have explored the impact of writing underachievement. The purpose of this research is to better understand the experiences of struggling writers within the elementary school setting, especially students who receive special education services. Additionally, SRSD was administered to a group of students with learning disabilities and/or ADHD. This research was conducted in an effort to provide special and general education teachers with more information about supporting struggling writers to avoid negative social and emotional outcomes which may lead to decreased motivation, self-efficacy and possibly school failure. Combining a qualitative and quantitative approach, data was collected through teacher and parent surveys, interviews and a focus group for students and parents. Additionally, writing samples and notes were analyzed during a four-week intensive intervention in which five students with learning disabilities and/or ADHD were taught how to write informational texts using the SRSD model. The results of the intervention and the data collection led to four main findings. First, a substantial amount of students will struggle to write. This struggle is attributed to many factors. Second, students who struggle with writing experience social and emotional consequences. Next, foundational skills are critical to writing competency. Finally, SRSD improves student writing, motivation and self-efficacy.