We examined effects of intervention on the level and trend of text-writing sequences of students with disabilities and writing difficulties, in addition to potential moderating effects related to student demographics (i.e., disability status, age, gender, and race) and writing task (i.e., sentence, essay, and narrative). We reviewed 18 single-case experimental design studies with a total of 96 students and subsequently meta-analyzed 15 of these studies with a total of 79 students using mixed-effects linear regression and an information-theoretic ranking of competing models. Results indicate that writing interventions, including direct instruction and self-regulated strategy development, produced gradual improvement in the trend of correct writing sequences per minute. Older students produced higher levels of writing sequences, but younger students showed steeper trends during intervention. Furthermore, students had higher levels of writing fluency on sentence-writing tasks than on discourse-writing tasks (narratives and essays).

中文翻译：

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写作序列的水平和趋势：残疾学生写作干预的回顾和元分析

除了与学生人口统计学（即残疾状况、年龄、性别和种族）和写作任务相关的潜在调节效应外，我们还研究了干预对残疾和写作困难学生的文本写作序列水平和趋势的影响。即，句子、论文和叙述）。我们回顾了共有 96 名学生的 18 项单案例实验设计研究，随后使用混合效应线性回归和竞争模型的信息论排名对其中的 15 项研究进行了元分析，共有 79 名学生。结果表明，写作干预，包括直接指导和自我调节策略的发展，使每分钟正确写作顺序的趋势逐渐改善。年龄较大的学生产生了更高水平的写作序列，但年轻学生在干预期间表现出更陡峭的趋势。此外，学生在句子写作任务中的写作流利程度高于在话语写作任务（叙事和论文）中的写作水平。