Writing is an important foundational skill, critical for success in school. Unfortunately, many students, including students with disabilities, have difficulties with written language production. These students lack knowledge of writing processes and employ deficient strategies for organization, planning, goal implementation, and self-regulation. The majority of research for students with disabilities has focused on students with learning disabilities (LD). Less is known about writing instruction with students with primary disabilities other than LD. The purpose of this review, therefore, is to investigate writing interventions for students diagnosed with primary disabilities other than LD and to ascertain if interventions benefit these specific student populations. Of 15 studies, 13 used self-regulated strategy development (SRSD) instruction and 2 studies blended SRSD components within other intervention packages. Results indicate that SRSD has promise for students with primary disabilities other than LD. Implications for research and practice are noted.
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