What is missing from current writing intervention programmes? The need for writing motivation programmes

Abstract

The paper discusses the need to include a motivational component in writing training programmes, and it describes how explicit training in written composition processes can improve both the quality (e.g., textual coherence) and productivity (or quantity) of texts written by students with learning disabilities (LD) and/or low achievement (LA). We emphasize the need to train the mechanical aspects of writing so that they become automated. Attention can then be focused on writing planning processes as well as on higher mental processes used in written composition (such as cognitive and meta-cognitive processes). The ideal situation would be to integrate both aspects of writing in a single training programme. It has been shown that most of the training carried out in the field of written composition lacks a motivational component, although in general researchers recognize its importance to the act of writing. Methods and strategies used to improve both lower-level and higher-level processes are illustrated. Special reference is made to international studies—different to Spanish studies—through a review of intervention programmes recently implemented and considered most relevant that address written composition in LD and/or LA students. Finally, we discuss the need to deal with and overcome the shortcomings discovered in most studies on written composition intervention, such as lack of training in promoting writing motivation.