Synthesis of Writing Intervention Studies for English Learners With Learning Disabilities
Learning Disability Quarterly
Fu, Y., Chow, J. C., et al. (2024).
Learning Disability Quarterly, 47(4), 247-260.
<div>This systematic review investigates the effects of writing process-type interventions on outcomes for English language learners with or at risk for learning disabilities.</div>
No funding received
From database inception to December 2022
<div>Use group design or single-case study design</div>
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<div>Interventions combined instructional support strategies (e.g. pre-teach vocabulary, modeling, self-regulation) with cultural and linguistic support. English learners with learning disabilities improved overall writing quality. When compared to their English learner peers without learning disabilities, findings were mixed as to which group benefited more from the interventions in specific writing skills such as correct word sequencing or writing length. Between group findings were also mixed regarding maintenance skills.</div>
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<div>Limitations to this review included the small number of included studies as well as the heterogeneity among the included studies. </div>
