Faculty Publications

Evidence Of Two Theoretical Models Observed In Young Children With Disabilities Who Are Beginning To Learn To Write

Document Type

Article

Keywords

AAC, beginning writing, disabilities, early literacy, social interaction, writing processes

Journal/Book/Conference Title

Topics in Language Disorders

Volume

32

Issue

4

First Page

319

Last Page

334

Abstract

This study examined the composing process and communication of students aged 5-8 identified with intellectual disabilities. An open-ended writing activity called Big Paper was implemented at least once every 2 weeks for a 6-month period. Qualitative methods were utilized to analyze writing samples, videotapes of writing sessions, and transcripts of interactions during writing sessions. Students exhibited a range of communicative interactions during the writing sessions and varied improvement in writing quality along a scale of writing conventions. In addition, students demonstrated engagement in the cognitive process of writing (), and the community as a whole demonstrated engagement consistent with a social-interactive () composition model. Implications for defining composition, planning instruction, and assessing student growth are shared. © 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins.

Department

Department of Special Education

Original Publication Date

10-1-2012

DOI of published version

10.1097/TLD.0b013e3182724d29

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