Several activities are presented for developing flexibility in vocabulary and sentence structure, and organizing and sequencing ideas.
Get full access to this article
View all access options for this article.
References
1.
Altwerger, B., & Bird, L. (1982). Disabled: The learner or the curriculum? Topics in Learning & Learning Disabilities, 1(4), 69–78.
2.
Beck, I.L., Omanson, R.C., & McKeown, M.G. (1982). An instructional redesign of reading lessons: Effects on comprehension. Reading Research Quarterly, 17(1), 462–481.
3.
Cicci, R. (1983). Disorders of written language. In H.R. Myklebust (Ed.), Progress in learning disabilities (Vol. 5, pp. 207–232). New York: Grune & Stratton.
4.
Moran, M.M. (1988). Rationale and procedures for increasing the productivity of inexperienced writers. Exceptional Children, 54(6), 552–558.
5.
Newcomer, P., Nodine, B., & Barenbaum, E. (1988). Teaching writing to exceptional children: Reaction and recommendations. Exceptional Children, 54(6), 559–564.
6.
Roit, M.L., & McKenzie, R.G. (1985). Disorders of written communication: An instructional priority for L.D. students. Journal of Learning Disabilities, 18(5), 258–260.
7.
Tompkins, G.E., & Friend, M. (1986). On your mark, get set, write!Teaching Exceptional Children, 18(2), 82–89.
