Knowledge of Writing and the Composing Process, Attitude Toward Writing, and Self-Efficacy for Students With and Without Learning Disabilities

Abstract

Twenty-nine seventh- and eighth-grade (21 males and 8 females) and 10 fourth- and fifth-grade (7 males and 3 females) students with learning disabilities, as well as 18 seventh- and eighth-grade (14 males and 4 females) and 11 fourth- and fifth-grade (7 males and 4 females) normally achieving students, were administered an interview designed to assess their knowledge of writing and the composing process, attitude toward writing, and self-efficacy as a writer. Students with learning disabilities were found to have less mature conceptualizations of writing than their normally achieving counterparts. Furthermore, while students with learning disabilities were generally positive about writing, they viewed it less favorably than their regular classmates. Finally, there were no differences between the two groups of students in their evaluations of their competence in either writing or carrying out the processes underlying effective composing.