Effects of Synchronous Online Writing Instruction for Students With Learning Disabilities

Abstract

As online K–12 instruction increases, researchers have expressed concerns about online learning for students with disabilities. This study investigates online writing instruction for students with learning disabilities (LDs) using synchronous online collaborative writing software to investigate effects of self-regulated strategy development for strategy instruction in persuasive writing (POW + TREE). Four adolescents with LD and low achievement in writing participated in a multiple probe across participants design to investigate a functional relation between instruction and essay elements (EEs). All participants increased (a) EEs, (b) correct minus incorrect word sequences, and (c) standard score changes. Implications for online learning in writing for students with LD are discussed.