Integrating Strategy Instruction and Word Processing into a Process Approach to Writing Instruction

This article describes the basic principles and key components of a model for writing instruction designed to meet the needs of students with learning disabilities. The goals of the curriculum are to develop writers who possess: basic writing skills; a range of cognitive and metacognitive strategies for planning, writing, and revising; and the ability and motivation to use writing to achieve a variety of purposes in their lives. Teachers establish a social context for writing in which students work at meaningful tasks, receive regular responses to their writing from peers and teacher, and publish their work for real audiences. The classroom structure supports extended cycles of planning, drafting, and revising. Teachers support the development of writing strategies through conferencing and explicit instruction in strategies for planning and revising. Word processing supports fluent production of text, eases revision, and encourages collaborative work and publishing.