The current meta-analysis aims at identifying the most effective interventions for students with Learning Disabilities (LD) in improving writing expression over the last 40 years. Specifically, the main purpose of this review was to evaluate the efficacy of interventions focused on writing and integrated reading and writing for students in Grades PreK-12. The review examined a total of 39 experimental and quasi-experimental studies to determine which interventions demonstrated greater effectiveness in enhancing student outcomes. An average effect size (ES) was calculated for all 44 interventions. Additionally, average effect sizes were calculated for 12 intervention categories: sentence combining instruction, pre-writing activities and strategy instruction, process writing without modeling, adding self-regulation to strategy instruction, feedback, no feedback, goal setting, no goal setting, peer tutoring, no peer tutoring, self-efficacy and no self-efficacy. The findings demonstrated that the interventions consistently improved students' writing quality, with the addition of self-regulation to strategy instruction proving highly effective. Moreover, it was found that multicomponent programs incorporating different practices demonstrated their effectiveness in enhancing written expression. Positive outcomes were obtained by implementing interventions into practice in small groups through systematically organized sessions and encouraging cooperation between researchers and educators.

当前的荟萃分析旨在确定过去 40 年来针对学习障碍 (LD) 学生改善写作表达的最有效干预措施。具体来说，本次审查的主要目的是评估针对 PreK-12 年级学生的写作和综合阅读与写作干预措施的效果。该审查总共审查了 39 项实验和准实验研究，以确定哪些干预措施在提高学生成绩方面表现出更大的有效性。计算所有 44 项干预措施的平均效应大小 (ES)。此外，还计算了 12 个干预类别的平均效果大小：句子组合指导、预写活动和策略指导、无建模的过程写作、在策略指导中添加自我调节、反馈、无反馈、目标设定、无目标设定、同伴辅导，没有同伴辅导，自我效能感和没有自我效能感。研究结果表明，这些干预措施持续提高了学生的写作质量，在策略教学中加入自我调节被证明是非常有效的。此外，研究发现，结合不同实践的多组成部分项目证明了它们在增强书面表达方面的有效性。通过系统组织的会议并鼓励研究人员和教育工作者之间的合作，在小组中实施干预措施，取得了积极的成果。