Abstract

The purpose of this study was to investigate the effects of writing intervention on academic performance of students with writing disability. The sample consisted of 60 students with LD in writing expression in the city of Ilam located in the southwest of Iran. who were randomly selected from 480 fifth grade students with LD. Half of them (30 and 30 students) were assigned to experimental and control groups respectively and in each group the number of female and male students were equal (30 and 30 female and male respectively). Thus we conducted an experimental research with two experimental and control groups. Cognitive strategies were taught to the experimental group through Englert Model “POWER” (consisted of five stages including Planning, Organizing, Writing, Editing, and Revising) in 25 sessions. The findings revealed a significant difference in writing performance between two groups. However, there was no significant difference between male and female subjects of the experimental group in terms of academic achievement after teaching cognitive strategies. Training was effective in improving the writing performance of the experimental group. Similarly, it reduced the severity of their disability and they outperformed the control group and had an enhanced academic performance. Based on the results of the study it can be strongly claimed that teaching strategies is effective on academic performance of students with learning disability.