摘要：This review study explores four methods of teaching writing to students with disabilities. The goal of this review study, therefore, is to investigate writing interventions intended for students with more debilities than learning disabilities (LD) attempting to determine if students’ writing developed during the intervention. About 13 studies use self-regulated strategy development (SRSD) instruction and two studies combine SRSD with other instructions. Moreover, this review attempts to determine the possibility of applying journal writing instruction, persuasive writing, and sentence-level skills. Diverse strategies and skills, such as integration of reading and writing, handwriting, sentence construction, and grammar or usage are to be explicated. The results show that handwriting is an effective means to improve writing. Moreover, students are able to change the simple sentences to complex sentences. In addition, limitations and suggestions for further research have been presented.
其他摘要：This review study explores four methods of teaching writing to students with disabilities. The goal of this review study, therefore, is to investigate writing interventions intended for students with more debilities than learning disabilities (LD) attempting to determine if students’ writing developed during the intervention. About 13 studies use self-regulated strategy development (SRSD) instruction and two studies combine SRSD with other instructions. Moreover, this review attempts to determine the possibility of applying journal writing instruction, persuasive writing, and sentence-level skills. Diverse strategies and skills, such as integration of reading and writing, handwriting, sentence construction, and grammar or usage are to be explicated. The results show that handwriting is an effective means to improve writing. Moreover, students are able to change the simple sentences to complex sentences. In addition, limitations and suggestions for further research have been presented.
关键词：interventions;self-regulated strategy development;students with disabilities;teaching writing;writing skills
