This review focuses on literature dealing with strategies for writing for older students with learning disabilities. Specifically, the literature in this review deals with strategies that have developed from both cognitive/motivational conceptualizations, which looks at aspects of writing such as student ability and mental processes, and social/contextual conceptualizations, which looks at collaboration and the writing environment (Graham & Harris, 2011) . In the following three sections, I will provide a brief summary and critical analysis of five articles regarding writing strategies for high school students with learning disabilities, a discussion of the overall findings from these five articles, and implications for leadership responsibilities.
Thomas, Lisa J. D.
"Writing Strategies and Older Students with Learning Disabilities,"
LC Journal of Special Education: Vol. 7, Article 13.
Available at: https://digitalshowcase.lynchburg.edu/lc-journal-of-special-education/vol7/iss1/13