Effects of Synchronous Online Writing Instruction for Students With Learning Disabilities

• Published in: Journal of special education technology Vol. 30; no. 4; pp. 213 - 222
• Main Authors: Straub, Carrie, Vasquez, Eleazar
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-12-2015; SAGE PUBLICATIONS, INC
• Subjects: Learning disabilities; Online instruction; Special education; Teaching methods; Writing instruction; virtual learning; evidence based writing instruction; online instruction
• ISSN: 0162-6434; 2381-3121
• DOI: 10.1177/0162643415618929

As online K–12 instruction increases, researchers have expressed concerns about online learning for students with disabilities. This study investigates online writing instruction for students with learning disabilities (LDs) using synchronous online collaborative writing software to investigate effects of self-regulated strategy development for strategy instruction in persuasive writing (POW + TREE). Four adolescents with LD and low achievement in writing participated in a multiple probe across participants design to investigate a functional relation between instruction and essay elements (EEs). All participants increased (a) EEs, (b) correct minus incorrect word sequences, and (c) standard score changes. Implications for online learning in writing for students with LD are discussed.