Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature
Learning Disabilities Research & Practice
Kang, E. Y., McKenna, J. W., et al. (2016).
Learning Disabilities Research & Practice, 31(1), 22-33.
This systematic review investigates the effect of integrated reading and writing interventions in students with or at risk for learning disabilities.
Not stated
1975 to 2015
Published, peer-reviewed studies of various designs (excluding case studies)
10
"Cognitive strategy instruction interventions (self-questioning, comprehension strategy training, self-regulated comprehension, and explicit writing frameworks) yielded large effects on reading and writing measures" (p. 30). Findings also reported promising positive effects of graphic organizers, but conclusions were limited due to the limited number of studies investigating graphic organizers.
Results of the included studies indicated encouraging support that integrated reading and writing interventions, peer-mediated frameworks, and graphic organizers can enhance learning.
