Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

Early Writing Skill Intervention for Elementary Students with Learning Disability: A Systematic Review

Authors
Nuraini Fauziah Zain, Mumpuniarti Mumpuniarti
Corresponding Author
Nuraini Fauziah Zain
Available Online April 2019.
DOI
https://doi.org/10.2991/icsie-18.2019.36How to use a DOI?
Keywords
early writing, intervention, learning disability.
Abstract
Writing is a tool for communication that used to convey ideas in the form of words and is essential skill that everybody need. The ability to write is needed for success in academic, workplace setting and daily living. Writing is so challenging for students with learning disability. Writing difficulties that are not detected until middle school will influence their academic performance. Intervention to overcome writing difficulties should be given as soon as possible. It is important for teacher to choose intervention that suitable for the needs of each student. The purpose of this study was to examine the writing strategies used to help students with learning disability. This study was designed using a systematic review method. The 8 study reviewed contain various interventions, such as: self-regulated strategy development (SRSD) instruction, co-teaching program, sentence-combining intervention, problem solving approach and multi-component intervention.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Cite this article

TY  - CONF
AU  - Nuraini Fauziah Zain
AU  - Mumpuniarti Mumpuniarti
PY  - 2019/04
DA  - 2019/04
TI  - Early Writing Skill Intervention for Elementary Students with Learning Disability: A Systematic Review
BT  - Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)
PB  - Atlantis Press
SP  - 194
EP  - 200
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsie-18.2019.36
DO  - https://doi.org/10.2991/icsie-18.2019.36
ID  - Zain2019/04
ER  -