The Perceptions of Writers with Learning Disabilities: What Helps Them Write in College

Randa Saad

Advisor: E Shelley Reid, PhD, Department of English

Committee Members: Paul Rogers, Anna S. Evmenova

Horizon Hall, #4225
April 19, 2023, 01:00 PM to 03:00 PM

Abstract:

This study examined the perceptions of college writers with learning disabilities (LD) toward their writing challenges and effective instructional strategies. The study also investigated the perceptions of composition faculty and writing program administrators. College writers with LD may be considered invisible, as they do not always disclose their disabilities to their professor or to an office of disability services on their campus. A qualitative design was used to capture the participants’ voices and experiences. Interviews were conducted with student and faculty participants. Results showed several students with LD displayed low self-efficacy and expressed self-doubts in their abilities to write, revise, or peer review. Some writers with LD also showed a lack of goal setting and difficulty in adopting powerful strategies to attain goals. In addition, some students reported having prewriting, translating, and revising difficulties.

As for strategies, student and faculty participants in this study confirmed that feedback on student drafts may be significant for the writing development of writers with LD. Although the request for feedback voiced by writers with LD mirrored that of typical students, some students with LD reported they needed more support in managing instructor feedback.

Student and faculty participants also confirmed that conferences may be significant for supporting students with LD who may have a more intense need to meet with their professors. Some faculty, however, reported that heavy workloads may hinder their ability to conference with students.

In addition, data in this study showed that writers with LD found scaffolding very helpful in completing writing tasks. Students in this study also reported that peer review is reassuring and helpful in showing them what needs improvement, although they lacked confidence in giving peer feedback and were concerned they may hurt their peers’ feelings. Students with LD in this study also confirmed that meeting regularly with a tutor was instrumental in their writing progress.

Implications for practice and research are discussed.