ABSTRACT
Writing is essential to success in almost all aspects of society today, including school, work, and home life. Those who do not develop strong writing skills are at a distinct disadvantage. This is especially problematic for people with learning disabilities (LD), as they experience considerable difficulty mastering these complex skills. This chapter examines what we currently know about writing and school-aged students with LD, drawing on research from educational psychology, special education, English, and educational sciences. The starting point for this review is the cognitive theories of writing that most influenced research on writing with students with LD. A recently developed model of writing that blends both cognitive and social cultural perspectives (the writers-within-community model of writing) is also presented. It serves as an organizing structure and touchstone for summarizing research examining the contexts in which these students learn to write, their writing characteristics, practices used to assess their writing, and evidenced-based practices for teaching them to write. These analyses reveal that many students with LD do not receive exemplary writing instruction, their writing problems are pervasive and persistent, current assessment practices are inadequate, and multiple procedures for effectively teaching writing to these students are available. Recommendations for practice and future research are provided throughout the chapter.
