FUELing Effective Written Expression

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Butler C. M. De La Paz S. (2021). A synthesis on the impact of self-regulated instruction on motivation outcomes for students with or at risk for learning disabilities. Learning Disabilities Research & Practice, 36(4), 353–366. https://doi.org/10.1111/ldrp.12264

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Chandler B. W. Sayeski K. L. (2024). Teaching writing through content: Six instructional activities to improve students’ sentence-level writing skills. TEACHING Exceptional Children, 56(5), 336–344. https://doi.org/10.1177/00400599211050087

Datchuk S. M. Wagner K. Hier B. O. (2020). Level and trend of writing sequences: A review and meta-analysis of writing interventions for students with disabilities. Exceptional Children, 86(2), 174–192. https://doi.org/10.1177/0014402919873311

Evmenova A. S. Regan K. Ahn S. Y. Good K. (2020). Teacher implementation of a technology-based intervention for writing. Learning Disabilities: A Contemporary Journal, 18(1), 27–39.

Ewoldt K. B. Byrne S. R. (2023). Colour-cued paragraph writing instruction for students with learning disabilities. Dyslexia, 29(2), 97–115. https://doi.org/10.1002/dys.1732

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Flanagan S. M. (2023). Map it out! Using technology-based concept mapping for written expression. Teaching Exceptional Children, 55(3), 220–223. https://doi.org/10.1177/00400599221099723

Freeman-Green S. Driver M. K. Wang P. Kamuru J. Jackson D. (2021). Culturally sustaining practices in content area instruction for CLD students with learning disabilities. Learning Disabilities Research & Practice, 36(1), 12–25. https://doi.org/10.1111/ldrp.12240

Gayed J. M. Carlon M. K. J. Oriola A. M. Cross J. S. (2022). Exploring an AI-based writing assistant’s impact on English language learners. Computers and Education: Artificial Intelligence, 3, Article 100055. https://doi.org/10.1016/j.caeai.2022.100055

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Graham S. Bruch J. Fitzgerald J. Friedrich L. Furgeson J. Greene K. Kim J. Lyskawa J. Olson C. B. Smither Wulsin C. (2019). Teaching secondary students to write effectively. U.S. Department of Education. https://ies.ed.gov/ncee/wwc/practiceguide/22

Graham S. Collins A. A. Rigby-Wills H. (2017). Writing characteristics of students with learning disabilities and typically achieving peers: A meta-analysis. Exceptional Children, 83(2), 199–218. https://doi.org/10.1177/0014402916664070

Hughes C. A. Morris J. R. Therrien W. J. Benson S. K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32(3), 140–148. https://doi.org/10.1111/ldrp.12142

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Kim Y. G. Yang D. Reyes M. Connor C. (2021). Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students. Educational Research Review, 34, Article 100408. https://doi.org/10.1016/j.edurev.2021.100408

Mason L. H. Brady S. (2021). Promoting executive functions during the writing process. In Limpo T. Olive T. (Eds.), Executive functions and writing (pp. 276–287). Oxford University Press.

Rodgers D. B. Loveall S. J. (2023). Writing interventions for students with intellectual and developmental disabilities: A meta-analysis. Remedial and Special Education, 44(3), 239–252. https://doi.org/10.1177/07419325221108896

Rowland A. Smith S. J. Lowrey K. A. (2022). Pairing technology with 6 traits of writing instruction. Journal of Special Education Technology, 37(1), 135–142.

Santangelo T. (2014). Why is writing so difficult for students with learning disabilities? A narrative review to inform the design of effective instruction. Learning Disabilities: A Contemporary Journal, 12(1), 5–20.

Sundeen T. H. (2014). Essay development for secondary students with learning disabilities: Graphic organizers for visualizing organizational patterns. Rural Special Education Quarterly, 33(3), 29–36. https://doi.org/10.1177/875687051403300305

Sunseri A. B. Sunseri M. A. (2019). The write aid for ELLs: The strategies bilingual student teachers use to help their ELL students write effectively. CATESOL Journal, 31(1), 117–131.