RESEARCH ON GENRE-SPECIFIC STRATEGIES FOR ENHANCING WRITING IN ADOLESCENTS WITH LEARNING-DISABILITIES

This article describes three years of research in intensive long-term writing intervention with adolescents with learning disabilities (LD) and low achievement. The rationale, the process of strategy developmen t, the intervention procedures, and data obtained are all summarized, and research and practical implications presented. More important, ref lections on the interventions are offered that may resonate with other intervention researchers.