Developing writing fluency for adolescents with disabilities

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Advances in Learning and Behavioral Disabilities

ISSN: 0735-004X
Series editor(s): Bryan G. Cook, Melody Tankersley & Timothy J. Landrum

Subject Area: Education

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Document Information:
Title:	Developing writing fluency for adolescents with disabilities
Author(s):	Linda H. Mason, Richard M. Kubina
Volume:	24 Editor(s): Thomas E. Scruggs, Margo A. Mastropieri ISBN: 978-0-85724-829-9 eISBN: 978-0-85724-830-5
Citation:	Linda H. Mason, Richard M. Kubina (2011), Developing writing fluency for adolescents with disabilities, in Thomas E. Scruggs, Margo A. Mastropieri (ed.) Assessment and Intervention (Advances in Learning and Behavioral Disabilities, Volume 24), Emerald Group Publishing Limited, pp.295-319
DOI:	10.1108/S0735-004X(2011)0000024013 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	Adolescent students with disabilities often struggle with completing writing tasks efficiently. Until recently, most research regarding writing efficiency or fluency has examined production skills such as handwriting with young writers or examined how to use measures of fluency to assess student performance. In this chapter, 10 studies that directly address the impact of instruction on adolescents' writing fluency will be reviewed. Findings indicated that when teacher modeling and structured practice was provided for writing within a time limit, students' writing improved in the number of ideas or text parts written and in holistic quality. When measured, improvement generalized to a standardized writing fluency test. Implications for future research are noted.