The current meta-analysis aims at identifying the most effective interventions for students with Learning Disabilities (LD) in improving writing expression over the last 40 years. Specifically, the main purpose of this review was to evaluate the efficacy of interventions focused on writing and integrated reading and writing for students in Grades PreK-12. The review examined a total of 39 experimental and quasi-experimental studies to determine which interventions demonstrated greater effectiveness in enhancing student outcomes. An average effect size (ES) was calculated for all 44 interventions. Additionally, average effect sizes were calculated for 12 intervention categories: sentence combining instruction, pre-writing activities and strategy instruction, process writing without modeling, adding self-regulation to strategy instruction, feedback, no feedback, goal setting, no goal setting, peer tutoring, no peer tutoring, self-efficacy and no self-efficacy. The findings demonstrated that the interventions consistently improved students' writing quality, with the addition of self-regulation to strategy instruction proving highly effective. Moreover, it was found that multicomponent programs incorporating different practices demonstrated their effectiveness in enhancing written expression. Positive outcomes were obtained by implementing interventions into practice in small groups through systematically organized sessions and encouraging cooperation between researchers and educators.

中文翻译：

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近 40 年研究的荟萃分析：释放书面表达在有学习障碍的学生中的力量


目前的荟萃分析旨在确定过去 40 年中为有学习障碍 （LD） 的学生改善写作表达的最有效干预措施。具体来说，本综述的主要目的是评估专注于写作和综合阅读和写作的干预措施对 PreK-12 年级学生的有效性。该审查共检查了 39 项实验和准实验研究，以确定哪些干预措施在提高学生成绩方面表现出更大的效果。计算所有 44 种干预措施的平均效应量 （ES）。此外，还计算了 12 个干预类别的平均效应量：句子组合教学、写作前活动和策略教学、无建模的过程写作、在策略指导中添加自我调节、反馈、无反馈、目标设定、无目标设定、同伴辅导、无同伴辅导、自我效能感和无自我效能感。研究结果表明，干预措施始终如一地提高了学生的写作质量，在策略教学中增加自我调节被证明非常有效。此外，研究发现，结合不同实践的多组分程序证明了它们在增强书面表达方面的有效性。通过系统组织会议和鼓励研究人员和教育工作者之间的合作，以小组形式将干预措施实施到实践中，取得了积极成果。