PURPOSE Although children with language-based learning disabilities (LLD) demonstrate significant difficulties with writing, empirical evidence to support interventions is sparse. Therefore, the purpose of this pilot study was to examine the feasibility and promise of a writing intervention for fourth- and fifth-grade students with LLD (WILLD: writing in students with LLD). The intervention components included word-, sentence-, and discourse-level writing processes and instructional practices using self-regulation strategies. METHOD Participants for this study were 15 students with LLD, recruited from three different schools. Students' writing was assessed using a sentence probe task and obtaining an informative paragraph writing sample as a measure of proximal writing outcomes. Trained speech-language pathologists (SLPs) and special educators delivered the intervention in a small-group format over 12 weeks. Using a within-group pre-post design, we examined changes in writing outcomes before and after the intervention. RESULTS Results indicated that the intervention helped students improve their informative writing skills; students' writing quality showed a statistically significant increase, and grammatical errors showed a significant decrease. CONCLUSIONS Evidence from this pilot effort indicates that WILLD was feasible and appears to show promise for improving writing outcomes for fourth- and fifth-grade students with LLD when delivered by SLPs and special educators in a small-group format. Implications of the results and directions for future research are discussed. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.26053132.

中文翻译：

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有语言学习障碍的小学生写作：一项检验可行性和前景的试点研究。


目的 尽管患有语言学习障碍 (LLD) 的儿童在写作方面表现出明显的困难，但支持干预措施的经验证据却很少。因此，这项试点研究的目的是检验对四年级和五年级法学学士（WILLD：法学学士学生写作）进行写作干预的可行性和前景。干预部分包括单词、句子和话语层面的写作过程以及使用自我调节策略的教学实践。方法 这项研究的参与者是来自三所不同学校的 15 名 LLD 学生。使用句子探究任务来评估学生的写作，并获得信息丰富的段落写作样本作为近期写作结果的衡量标准。训练有素的言语病理学家 (SLP) 和特殊教育工作者以小组形式在 12 周内进行了干预。使用组内前后设计，我们检查了干预前后写作结果的变化。结果 结果表明，干预措施帮助学生提高了信息写作技能；学生的写作质量显示出统计上显着的提高，语法错误显着下降。结论 这项试点工作的证据表明，当 SLP 和特殊教育工作者以小组形式授课时，WILLD 是可行的，并且似乎有望改善四年级和五年级 LLD 学生的写作成绩。讨论了结果的意义和未来研究的方向。补充材料 https://doi.org/10.23641/asha.26053132。