Date of Award
Spring 5-7-2026
Document Type
Thesis (699 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Keri DeSutter
Keywords
Writing Instruction and Writing Curriculum
Abstract
This capstone project provides a comprehensive review of writing instruction and writing curriculum, with focus on improving outcomes for students, particularly those with learning disabilities. Chapter 1 examines how students learn to write through the cognitive process model (Flower & Hayes, 1981), emphasizing the recursive nature of planning, translating, and reviewing, as well as the interconnected relationship between reading and writing. It also explores why students with learning disabilities often experience difficulty with writing due to challenges with foundational skills and increased cognitive load. Chapter 2 identifies key gaps in writing instruction, including limited instructional time, inconsistent implementation of evidence-based practices, insufficient teacher preparation, and a lack of explicit instruction in foundational transcription skills. Chapter 3 addresses these gaps by examining three writing curriculums - Handwriting Without Tears, Mystery Writing, and Step Up to Writing - and analyzing how each aligns with research-based practices. These curriculums provide structured, explicit, systematic instruction that supports both foundational and higher-order writing skills while reducing cognitive demands for students. Additionally, they incorporate differentiation and scaffolding to support diverse learners and promote consistent instructional practices for teachers. Overall, this project highlights the importance of implementing research-based writing curriculum to address instructional gaps and support the development of proficient, confident writers.
Recommended Citation
VonBank, Brooklyn E., "Comprehensive Review of Writing Instruction and Writing Curriculum" (2026). Dissertations, Theses, and Projects. 1133.
https://red.mnstate.edu/thesis/1133