Writing Performance of Students with Emotional and/or Behavioral Disabilities
Gage, N. A., Wilson, J., & MacSuga-Gage, A. S. (2014). Writing performance of students with emotional and/or behavioral disabilities. Behavioral Disorders, 40(1), 3-14. https://doi.org/10.17988/0198-7429-40.1.3
This study examined the writing performance of students with emotional and/or behavioral disabilities and compared their results with both a full sample of typical peers and a propensity-score-matched comparison group. The authors also tested whether reading performance mediated differences in writing outcomes.
Key takeaways
- Students with emotional and/or behavioral disabilities performed significantly worse in writing than typical peers, including matched peers.
- Reading performance accounted for a substantial portion of the writing-performance gap.
- The findings highlight how closely linked reading and writing difficulties are for this population.
Why it matters
Extends the scholarship conversation into special education by documenting writing disparities for students with emotional and/or behavioral disabilities and clarifying the mediating role of reading performance.
Coauthors
Nicholas A. Gage, Joshua Wilson, Ashley S. MacSuga-Gage
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