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Proficiency In Sentence Writing Strategy

Author(s): Jean B. Schumaker, Jan B. Sheldon

Publication Info: University of Kansas, 1999

Proficiency in the Sentence Writing Strategy is appropriate for students who already have a thorough grounding in basic concepts and terms (such as "subject" and "verb"). In Proficiency in the Sentence Writing Strategy instruction, students learn advanced sentence writing skills, including writing compound, complex, and compound-complex sentences.

Proficiency in the Sentence Writing Strategy and Fundamentals in the Sentence Writing Strategy together constitute a strategy for recognizing and writing 14 sentence patterns with four types of sentences: simple, compound, complex, and compound-complex.

In studies, students who have learned the Sentence Writing Strategy consistently produce written products that contain 100 percent complete sentences and at least 40 percent complicated sentences. Their written products include more words, more sentences, and a greater variety of sentences than those of low-achieving students who have not learned the strategy.

Please note that professional development, coaching, and infrastructure support are essential components to effective implementation of SIM instructional tools and interventions. It is highly recommended that you work with a SIM professional developer. Please email to learn more.

Proficiency in the Sentence Writing Strategy Research

There are multiple products associated with this strategy. Instructor materials are available through the KUCRL Shop.  Student materials are published by Edge Enterprises, Inc.  Professional development is recommended, see the SIM Event list for sessions.


Research Articles

  • Oas, B.K., Schumaker, J.B., & Deshler, D.D. (1995). Learning strategies: Tools for learning to learn in middle and high schools. Secondary education and beyond: Providing opportunities for students with learning disabilities. Pittsburgh, PA: Learning Disabilities Association of America. This article uses student case descriptions to illustrate how a variety of learning strategies--including the Self-Advocacy Strategy, Sentence Writing Strategy, and Paraphrasing Strategy--might be implemented with students who experience an array of learning disabilities characteristics.
  • Schumaker, J.B., & Deshler, D.D. (2003). Can students with LD become competent writers? Learning Disability Quarterly, 26(2), 129-141. This article summarizes a programmatic line of R&D work that has focused on learning strategies instruction as a method for improving the writing performance of students with disabilities within the context of the general education curriculum as well as on district- and state-wide writing assessments.
  • Schumaker, J.B., & Deshler, D.D. (2009). Adolescents with learning disabilities: Are we selling them short? Learning Disabilities Research & Practice, 24(2), 81-92. The authors review the evolution of SIM writing strategies and research that shows students with learning disabilities can learn and successfully use writing strategies under the right instructional conditions.
  • Implementation of a Writing Strategy for Students With Learning Disabilities in a Rural Setting Rural Special Education Quarterly, Winter 2015, Vol.34(4), pp.40-49 [Peer Reviewed Journal] Gabriel, Kathleen ; Davis, Teresa. ABSTRACT and first page of article

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