Electronic Theses and Dissertations



Document Type


Degree Name

Doctor of Education


Instruction & Curriculum Leadership

Committee Chair

J. Helen Perkins

Committee Member

Rachael Ross

Committee Member

Laurie MacGillivray

Committee Member

Carolyn Kaldon


ABSTRACT Writing is critical for high school students academic, social, and professional success. However, developing writing skills is a challenging process, particularly for students with learning disabilities (LDs). To produce high quality writing, substantial support from teachers is needed. Yet, many teachers are uninformed of how to assist students with LDs. Grounded in social cognitive and socio-cultural theories, the aim of this quantitative study was to expand the fields of writing instruction and LDs by comparing data from general and special education teachers. This study was designed to survey this population about their writing instruction, including the use of evidence-based practices (EBPs), and their perceptions of their preparedness and self-efficacy to teach writing to students with LDs. Findings revealed that there were statistically significant differences among general education and special education teachers in their use of EBPs and perceptions of self-efficacy. There were no statistically significant differences in their perceptions of preparedness. The findings of this study may be used to improve writing instruction and teacher preparation; thus, enhancing writing outcomes for students with LDs.Keywords: writing instruction, learning disabilities, evidence-based practices, teacher practice, teacher preparedness, teacher self-efficacy, high school


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest