A Meta-Analysis of Writing Interventions for Students With Learning Disabilities
Exceptional Children
Gillespie, A., & Graham, S. (2014).
Exceptional Children, 80(4), 454-473.
This meta-analysis investigates the use of writing interventions on writing quality in students with learning disabilities (LD).
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Experimental study designs; quasi-experimental study designs; within-subject group design studies
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Results demonstrated the following writing interventions to have positive and statistically significant effect sizes (ES) on the writing of students with learning disabilities:<ul> <li>strategy instruction (ES=1.09);</li> <li>dictation (ES=0.55);</li> <li>goal setting (ES=0.57); and</li> <li>process writing(ES=0.43).</li></ul>
Findings indicated that all studied writing interventions (e.g., strategy instruction, goal setting) were effective with an average weighted effect size of 0.74.
