Coordinating Multiple Language Levels in Writing: Finding Strengths in Students with Specific Learning Disabilities
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| Title: | Coordinating Multiple Language Levels in Writing: Finding Strengths in Students with Specific Learning Disabilities |
|---|---|
| Language: | English |
| Authors: | Elaine R. Silliman, Ruth H. Bahr, Robin L. Danzak, Maria Rosa Brea-Spahn |
| Source: | Topics in Language Disorders. 2024 44(2):111-130. |
| Availability: | Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | P50HD071764 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 Grade 9 High Schools |
| Descriptors: | Learning Disabilities, Writing Evaluation, Writing Ability, Writing Instruction, Writing (Composition), Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Students with Disabilities, Academic Language, Writing Assignments |
| DOI: | 10.1097/tld.0000000000000339 |
| ISSN: | 0271-8294 1550-3259 |
| Abstract: | One aim of this article is to shift mindsets from the traditional identification of written language abilities that are "missing" in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL) perspective is grounded on identifying strengths in written language that may be present in students' responses to classroom writing activities. We used MLL to examine the compositions of 19 students in grades 4-9 who were classified with SLDs and struggled with academic writing. Their writing assignment was to explain how astronauts wrote about space exploration. The MLL approach revealed hidden strengths at the big picture (global or thematic) and close-up (local) levels of composing. Patterns of strengths discovered at the global and local levels are described with four case examples and instructional implications are noted. Suggestions for treatment are also provided. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1428146 |
| Database: | ERIC |
| Abstract: | One aim of this article is to shift mindsets from the traditional identification of written language abilities that are "missing" in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL) perspective is grounded on identifying strengths in written language that may be present in students' responses to classroom writing activities. We used MLL to examine the compositions of 19 students in grades 4-9 who were classified with SLDs and struggled with academic writing. Their writing assignment was to explain how astronauts wrote about space exploration. The MLL approach revealed hidden strengths at the big picture (global or thematic) and close-up (local) levels of composing. Patterns of strengths discovered at the global and local levels are described with four case examples and instructional implications are noted. Suggestions for treatment are also provided. |
|---|---|
| ISSN: | 0271-8294 1550-3259 |
| DOI: | 10.1097/tld.0000000000000339 |
