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The Journal of Special Education
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The Effects of Sentence-Combining Instruction on the Writing of Fourth-Grade Students With Writing Difficulties

Bruce Saddler

University of Albany, bsaddler{at}uamail.albany.edu

Bita Behforooz

University of Albany

Kristie Asaro

University of Albany

One area of writing that may be particularly problematic for less skilled writers and writers with learning disabilities is constructing well-formed sentences. In this single-subject design study, sentence-combining practice with a peer-assistance component was used to improve the writing ability of 6 fourth-grade students with and without learning disabilities. The results support the use of sentence-combining practice to increase sentence construction ability. Furthermore, sentence-combining instruction led to gains in story quality and writing complexity.

Key Words: sentence combining • learning disabilities • writing disabilities • peer assistance

This version was published on August 1, 2008

The Journal of Special Education, Vol. 42, No. 2, 79-90 (2008)
DOI: 10.1177/0022466907310371
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