Evidence of two theoretical models observed in young children with disabilities who are beginning to learn to write
AAC, beginning writing, disabilities, early literacy, social interaction, writing processes
Topics in Language Disorders
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.
Original Publication Date
DOI of published version
Staples, Amy and Edmister, Evette, "Evidence of two theoretical models observed in young children with disabilities who are beginning to learn to write" (2012). Faculty Publications. 1739.