Producing effective and interesting written expression is an overwhelming task for many students, especially those with disabilities who have had a history of failure. The process approach to teaching writing has been demonstrated to be an effective strategy for increasing the overall quality of students' written expression. However, students with learning disabilities may need additional support and guidance from their teachers and peers to learn to produce quality compositions and stories. This article presents practical and specific strategies for helping students with writing difficulties become successful in each of the following stages of the writing process: prewriting, writing, revising, and publishing.
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