Relating Text-Processing Research to Reading and Writing Instruction for Learning Disabled Students

Abstract

The ability to comprehend and formulate expository writing is essential for students' achievement in school. This article reviews the research on text processing and proposes that the concepts derived from this body of work can provide a foundation for the design of more effective instructional programs for learning disabled learners. The practical implications of the research are characterized, and recommendations for instructional practice based on current conceptualizations of the reading and writing process are presented.

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