Process and Product: A Review of the Research on LD Children's Writing Skills

Abstract

In the last decade we have witnessed a renewed interest in writing research and instruction in both regular and special education. Although regular education researchers have moved away from a product focus, instead examining the writing process, many contend that special education research has continued to focus on product errors while neglecting the processes involved in composition and spelling. This article contains a review of the writing research literature published during the last five years. Both composition and transcription studies conducted with elementary-aged LD subjects were examined. Conclusions of the studies as well as their implications for writing instruction and research are discussed.