دورية أكاديمية

Promoting Self-Advocacy through Persuasive Writing for English Learners with Learning Disabilities

التفاصيل البيبلوغرافية
العنوان: Promoting Self-Advocacy through Persuasive Writing for English Learners with Learning Disabilities
اللغة: English
المؤلفون: Jozwik, Sara (ORCID 0000-0001-5938-8343), Cuenca-Carlino, Yojanna
المصدر: Rural Special Education Quarterly. Jun 2020 39(2):82-90.
الإتاحة: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 9
تاريخ النشر: 2020
Intended Audience: Teachers
نوع الوثيقة: Journal Articles
Reports - Descriptive
Descriptors: Self Advocacy
Persuasive Discourse
English Language Learners
Students with Disabilities
Learning Disabilities
Writing (Composition)
Writing Instruction
Instructional Effectiveness
Special Education
Rural Education
Self Management
Writing Strategies
Individualized Instruction
Essays
DOI: 10.1177/8756870519892883
تدمد: 8756-8705
مستخلص: Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.
Abstractor: As Provided
Entry Date: 2020
رقم الأكسشن: EJ1255109
قاعدة البيانات: ERIC
الوصف
تدمد:8756-8705
DOI:10.1177/8756870519892883