Disorders of Written Communication: An Instructional Priority for LD Students

The decline in the written communications skills of students has been addressed both in the professional literature and in public forums. A particular concern is the lack of attention that deficits in the area of written expression have received in special education. The remedial frame-work and applied interventions of many LD teachers reflect a mechanistic conceptualization of the process of written expression. This article examines how current instructional practices prelude the development of meaningful written expression in LD children.