Writing Motivation of Students with Specific Language Impairments

This study was designed to compare the writing motivation of students with specific language impairments with their non-disabled peers. Due to the cognitive and linguistic demands of the writing process, students with language impairments face unique difficulties during the writing process. It was hypothesized that students with specific language impairments will be more likely to report lower levels of perceived writing competence and be less autonomously motivated to write. Students in grades 3-5 in 11 schools (33 with specific language impairments, 242 non-disabled peers) completed self-report measures, designed from a Self-Determination Theory perspective, which measured the degree that students are intrinsically motivated to write as well as their perceived writing competence. Statistical analyses showed that (1) students with specific language impairments reported lower levels of perceived writing competence and autonomous writing motivation; (2) SLI status was a significant predictor of perceived writing competence after spelling, grade, and gender were controlled; and (3) when spelling, grade, and gender were controlled, perceived writing competence was a significant predictor of autonomous writing motivation, but SLI status was not. The results of this study are expected to inform the current understanding of the relationship between language ability and writing motivation in students with specific language impairments, as well as the design of future writing interventions.

Differentiation in the Content-Area Classroom for English Language Learners

This paper explores the idea of using differentiation strategies in the content-area classroom to improve reading skills and comprehension. In particular, this thesis explores methods and strategies that can be used in the classroom to help address the individual needs of English language learners (ELLs). A broad range of experts in curriculum, differentiation, and English language acquisition were consulted in the development of this review, which synthesizes the research on ELLs’ needs, differentiation, and differentiation strategies for ELL readers. The models for best teaching practices are then placed within a ninth grade language arts unit.