Relevant bibliographies by topics / Disabilities and writing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Disabilities and writing'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Disabilities and writing"

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Majsterek, David J. "Writing Disabilities." Intervention in School and Clinic 26, no. 2 (1990): 93–97. http://dx.doi.org/10.1177/105345129002600205.

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Chia, Kok Hwee. "Writing disabilities: A brief examination of various disabilities of written expression." Health Digest 12, no. 2 (2001): 36–39. https://doi.org/10.5281/zenodo.15278697.

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Writing disabilities, also known as written expression disorders, are learning challenges that affect a person's ability to write clearly, coherently, and accurately. These disabilities can involve difficulties with spelling, grammar, handwriting, organizing thoughts, or translating ideas into written form. They are often associated with conditions like dysgraphia or may co-occur with other learning differences such as dyslexia or ADHD. Writing disabilities can significantly impact learning, as writing is a fundamental skill used across nearly all academic subjects. Students with writing disab
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Karlep, K. "WRITING DISABILITIES OF ESTONIAN CHILDREN." Trames. Journal of the Humanities and Social Sciences 4, no. 1 (2000): 53. http://dx.doi.org/10.3176/tr.2000.1.03.

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Wong, Bernice Y. L., Roderick Wong, Deanna Darlington, and Wayne Jones. "Interactive Teaching: An Effective Way to Teach Revision Skills to Adolescents with Learning Disabilities." Learning Disabilities Research & Practice 6, no. 2 (1991): 117–27. https://doi.org/10.1177/093889829100600209.

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This paper reports two studies in writing instruction, in which the focus was on investigating the efficacy of an interactive teaching approach in teaching adolescents with learning disabilities revision skills. The instructional foci were clarity and thematic salience in writing reportive essays. Study 1 involved five adolescent males with learning disabilities while Study II, a replication study, involved four adolescent males and two adolescent females with learning disabilities. The results from Study I indicated that through the experimenter-teacher's instructional dialogues, the adolesce
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Costa, Lara-Jeane C., Crystal N. Edwards, and Stephen R. Hooper. "Writing Disabilities and Reading Disabilities in Elementary School Students." Learning Disability Quarterly 39, no. 1 (2015): 17–30. http://dx.doi.org/10.1177/0731948714565461.

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This longitudinal study was conducted to determine (a) the rate of co-occurrence of reading disabilities (RDs) in a writing disability (WD) population of students followed from first grade to fourth grade and (b) the cognitive burden that is assumed by having a WD and a RD (WD + RD). The sample included 137 first-grade students from a single school district who initially were placed into three groups based on the Wechsler Individual Achievement Test–Second Edition (WIAT-II) Written Expression subtest: Typically Developing (TD; n = 83), WD-Only ( n = 38), and WD + RD ( n = 16). Results indicate
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Jiménez, Juan E. "Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series." Journal of Learning Disabilities 50, no. 5 (2016): 483–90. http://dx.doi.org/10.1177/0022219416633126.

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This special issue of the Journal of Learning Disabilities focuses on studies of writing disabilities in Spanish-speaking children. The World Health Organization (2001) included writing difficulties as one of the problems considered to constitute an impediment to school participation, a significant element in the normal developmental process of the child. In this introduction, I describe the background of a larger project promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This special series offers recent findings on writing disabilities in Spanish-Speak
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Dangel, Harry L. "Promoting Writing Stars." Academic Therapy 23, no. 3 (1988): 249–54. http://dx.doi.org/10.1177/105345128802300306.

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Brueggemann, Brenda Jo, Linda Feldmeier White, Patricia A. Dunn, Barbara A. Heifferon, and Johnson Cheu. "Becoming Visible: Lessons in Disability." College Composition & Communication 52, no. 3 (2001): 368–98. http://dx.doi.org/10.58680/ccc20011424.

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The five authors call for increased awareness of disability in composition studies and argue that such an awareness can productively disrupt notions of “writing” and “composing” at the same time it challenges “normal”/“not normal” binaries in the field. In six sections: Brueggemann introduces and examines the paradox of disability’s “in-visibility” White considers the social construction of learning disabilities; Dunn analyzes the rhetoric of backlash against learning disabilities; Heifferon illustrates how a disability text challenged her students; Cheu describes how a disability-centered wri
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Ξανθή, Στέλλα. "Η γραπτή έκφραση ως διαδικασία: Από τη λειτουργική εκτίμηση στη δόμηση της γνώσης". Psychology: the Journal of the Hellenic Psychological Society 19, № 1 (2020): 22. http://dx.doi.org/10.12681/psy_hps.23606.

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An alternative assessment of writing skills was applied to 60 students (38 with learning disabilities and 22 with average/high performance), ranging in age from 9 to 12 years. The aim was to provide a functional, curriculum based assessment of linguistic/metalinguistic, cognitive/metacognitive and writing skills. The assessment was developed on the basis of prior research on the difficulties experienced by students with writing. A teaching intervention was planned and executed in order to develop the writing skills of the students with learning disabilities using three educational software too
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Bray, Laura E., Alicia A. Mrachko, and Christopher J. Lemons. "Standardized Writing Opportunities: A Case Study of Writing Instruction in Inclusive Classrooms." Teachers College Record: The Voice of Scholarship in Education 116, no. 6 (2014): 1–40. http://dx.doi.org/10.1177/016146811411600606.

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Background/Context For an increasing percentage of students with disabilities, writing instruction is taking place in general education classrooms. The practice of instructing students with disabilities in general education classrooms is commonly referred to as inclusion. For elementary and middle school English teachers, inclusion requires that they teach students with varying instructional needs how to write. While numerous studies have examined writing instruction and interventions for students with disabilities, little research has closely examined the phenomenon and implications of provid
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Dissertations / Theses on the topic "Disabilities and writing"

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Lotze, Geraldine. "Expressive Writing with University Students with Disabilities." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1851.

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Research suggests college students with high incidence disabilities experience more distress than their peers without disabilities as they adapt to college. The expressive writing paradigm developed by Pennebaker and Beall (1986) effectively reduced distress in college students and other nonclinical samples when participants wrote about emotions they experienced surrounding an upsetting event. Previous research on expressive writing has not addressed the effectiveness of the paradigm with students with disabilities. A randomized control trial study examined changes in distress and daily hassle
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Rose, Phillip. "Writing Interventions for Students with Specific Learning Disabilities." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/960.

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Only 27% of U.S. eighth graders are at or above grade level proficiency in writing (National Center for Education Statistics, 2012). Students with specific learning disabilities frequently exhibit skill deficits in planning, organizing, and writing conventions, and show inadequate awareness to write strategically (Troia, 2006). The purpose of this study is to examine evidence-based writing interventions aimed at enhancing the writing skills of students with specific learning disabilities and then to indicate which interventions were proven to be effective. The results of a variety of studies o
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Wilder, Nancy Lee 1960. "Pre-writing strategies of three students with learning disabilities in a process writing program." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278084.

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This study examines the pre-writing strategies and behaviors of three fifth grade students diagnosed as having learning disabilities as they participate in a process writing program which embeds elements of strategy intervention in a holistic environment. Five questions are posed, four of which relate to planning strategies, their effects on rough drafts, and whether or not either change over the course of one school year. The fifth question addresses change measured by standardized assessment. The Test of Written Language (Hammill & Larsen, 1983), a controlled writing sample, a concept interv
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Magnusson, Martina. "Reading- and writing-disabilities from a second language perspective." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34477.

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AbstractDenna uppsats handlar om att undersöka hur andraspråkselever som misstänks ha läs- och skrivsvårigheter/dyslexi utreds på en skola. I en empirisk studie intervjuas sex stycken pedagoger som arbetar med att göra de inledande testerna/kartläggningarna på elever med misstänkt dyslexi/läs- och skrivsvårigheter. Lärarna i undersökningen arbetar inom samma upptagningsområde som speciallärare/pedagoger. Uppsatsens resultat visar på att tillängliga diagnosverktyg på undersökt skola inte är anpassade för att kunna säkerställa en eventuell diagnos hos elever med ett annat modersmål än svenska.
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Hudson, Tina M., and Lori J. Marks. "Adapting Writing Strategies for Primary Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3579.

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Stanley, Leonard D. "The reading and writing experiences of children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61178.pdf.

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Du, Bose Howard Coleman Mary Ruth. "Pilot study teaching writing strategies to students with learning disabilities /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,933.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education." Discipline: Education; Department/School: Education.
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Montgomery, Donna J., and Lori J. Marks. "Using Technology to Build Independence in Writing for Students With Disabilities." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3522.

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Organization and word processing software programs empower students with disabilities to become more independent in their writing. In this article, the authors describe techniques for incorporating organizational programs and word processing features into the writing process. Beneficial features include word prediction, voice output, spell checker, thesaurus, and grammar checker. The authors provide classroom activities designed to increase the students' use of organizational and word processing software programs to enhance writing.
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Penland, Teresa Diane. "Writing Experiences of Adolescent Girls Identified with Learning Disabilities: A Qualitative Study." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194311.

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Grounded in feminist and sociocultural theories, the purpose of this study was to expand the focus of research in the field of learning disabilities to include descriptions from insiders' perspectives as to what it is like to be an adolescent girl identified with a learning disability in writing. This research sought to answer the following questions: How do the participants describe the various experiences with and purposes of writing both in and out of school? How do they describe the (non) efficacy of their in-school instructional and special education support service experiences? How do th
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Mims, Pamela J., Carol Stranger, R. Pennington, W. White, J. Sears, and N. Strickler. "Opinion Paragraph Writing Intervention for Students with Significant Disability." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/309.

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Increasingly, technology has been used to provide access to academic curricula for students with moderate to severe intellectual disability. In the current pilot study, we used a multiple probe across participants design to evaluate the effectiveness of a technology-based instructional package on the opinion writing skills of three middle school students with moderate and severe intellectual disability. Findings suggest that the intervention resulted in improved performance across all three participants and that all participants maintained performance at levels greater than baseline. Limitatio
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Books on the topic "Disabilities and writing"

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D, Nisbet Paul, Great Britain. Scottish Office Education Department., and University of Edinburgh. CALL Centre., eds. Accelerated writing for people with disabilities. University of Edinburgh, CALL Centre, 1993.

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Mather, Nancy. Writing assessment and instruction for students with learning disabilities. 2nd ed. Jossey-Bass, 2009.

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Mather, Nancy. Writing assessment and instruction for students with learning disabilities. 2nd ed. Jossey-Bass, 2009.

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Mather, Nancy. Writing assessment and instruction for students with learning disabilities. 2nd ed. Jossey-Bass, 2009.

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Great Britain. Medical Devices Directorate., ed. Writing equipment (for pupils with disabilities): A comparative evaluation. Medical Devices Directorate, Department of Health, 1993.

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J, Wendling Barbara, and Roberts Rhia 1959-, eds. Writing assessment and instruction for students with learning disabilities. 2nd ed. Jossey-Bass, 2009.

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Tempel, Linda. Affirmations: Writing, poetry, paintings and photography by people with disabilities. United Cerebral Palsy of New York City, 2002.

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United States. Office of Disability Employment Policy., ed. Writing and formatting a scannable resume. Office of Disability Employment [i.e. Policy], Dept. of Labor, 2002.

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Warger, Cynthia L. Helping students with disabilities succeed in state and district writing assessments. ERIC Clearinghouse on Disabilities and Gifted Education, 2002.

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Gander, MacLean. Teaching writing to students with learning disabilities: A Landmark College guide. Landmark College, 2001.

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Book chapters on the topic "Disabilities and writing"

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Dombrowski, Stefan C. "Learning Disabilities." In Psychoeducational Assessment and Report Writing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3_12.

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Dombrowski, Stefan C. "Intellectual Disabilities." In Psychoeducational Assessment and Report Writing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3_15.

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Dombrowski, Stefan C. "Learning Disabilities." In Psychoeducational Assessment and Report Writing. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1911-6_11.

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Dombrowski, Stefan C. "Intellectual Disabilities." In Psychoeducational Assessment and Report Writing. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1911-6_14.

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Martin, John Henry. "The Writing to Read System and Reading Difficulties: Some Preliminary Observations." In Understanding Learning Disabilities. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_14.

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Bogdanowicz, Marta. "Therapeutic Care of Children with Reading and Writing Difficulties in Poland." In Understanding Learning Disabilities. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_23.

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Drach, Willi, and Eduard W. Kleber. "Legasthenia in German Speaking Countries: Concept and Research in Reading-Writing Difficulties." In Understanding Learning Disabilities. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_21.

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Westwood, Peter. "Problems with writing." In Commonsense Methods for Children with Special Needs and Disabilities. Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-11.

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Westwood, Peter. "Problems with writing." In Commonsense Methods for Students with Special Needs and Disabilities, 9th ed. Routledge, 2025. https://doi.org/10.4324/9781003598671-12.

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Grills, Amie E., Eleanor Castine, and Melissa K. Holt. "Interview and Report Writing." In Handbook of Childhood Psychopathology and Developmental Disabilities Assessment. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93542-3_3.

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Conference papers on the topic "Disabilities and writing"

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Surana, D. Amruta, K. Devika, Prema S, Nilesh H. Dhannaseth, N. Gopinath, and P. Tamilarasan. "AI-Assist Tool to Enhance the Reliability and Accuracy of Automated Speech and Writing Support for Students with Disabilities in Learning Languages." In 2023 IEEE International Conference on Cloud Computing in Emerging Markets (CCEM). IEEE, 2023. http://dx.doi.org/10.1109/ccem60455.2023.00037.

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Lee, Okin, and Eun-young Park. "An Analysis of Reflective Writing in Journals of Students with Writing Disabilities." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.47.55.

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Marone, Andrew, Taylor Gotfrid, Kale Kurtzhall, and Yasmine N. Elglaly. "Active Math Learning for Students with Writing Disabilities." In ASSETS '21: The 23rd International ACM SIGACCESS Conference on Computers and Accessibility. ACM, 2021. http://dx.doi.org/10.1145/3441852.3476536.

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Kim, Joungmin, and Hyunwook Kim. "Effects of Process-Based Writing Instruction using for Three Students with Writing Disabilities." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.59.

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Poobrasert, Onintra, Thaphat Mupattararot, and Lattapol Sae-aue. "Use of assistive technology to accommodate students with writing disabilities." In 2017 IEEE 5th International Conference on Serious Games and Applications for Health (SeGAH). IEEE, 2017. http://dx.doi.org/10.1109/segah.2017.7939290.

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MALEVA, Zinaida. "Training graphomotor skills in students with mental retardation (intellectual disabilities)." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p223-227.

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The article presents the results of the application of special techniques for the formation of graphomotor skills in two students with mental retardation (intellectual disabilities) in home-based learning. Multiple graphical errors, difficulties of writing were the consequences of the slowness of the processing of sensory information, imperfections of interanalytical integration, imperfections of visual and motor control of movements leads to numerous graphical errors and difficulties of writing. The results of the study of the state of graphomotor skills in students showed the following: one
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Arteaga, Jaime Muñoz, Dulce Morales Hndz, Ricardo Mendoza, and Carina s. Gonzalez. "Interactive Applications as Support for Writing for Children with Learning Disabilities." In Interacción '15: XVI International Conference on Human Computer Interaction. ACM, 2015. http://dx.doi.org/10.1145/2829875.2829886.

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Xin, Joy. "Using Digital Stories In Writing Instruction For Secondary Students With Disabilities." In 2013 International Conference on Educational Research and Sports Education. Atlantis Press, 2013. http://dx.doi.org/10.2991/erse.2013.54.

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Barbas, Maria, and Pedro Matos. "CREATIVE WRITING AND READING ON MULTIMEDIA ENVIRONMENTS WITH STUDENTS WITH DISABILITIES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0538.

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Claravall, Eric. "Historical Reasoning Among Students With Disabilities: Exploring Multiple Source Use in Writing." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1690088.

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