Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.

中文翻译：

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通过说服性写作为有学习障碍的英语学习者促进自我倡导

用英语构建书面文本对所有学生来说都是一项具有挑战性的工作，但对于有学习障碍 (LD) 的英语语言学习者 (ELL) 来说则是一项特殊挑战。出于这个原因，有效的教学需要认识到新兴双语的天赋，并应对具有 LD 的 ELL 给写作任务带来的挑战。在本文中，我们探讨了使用自我调节策略开发 (SRSD) 写作指导的好处，并确定其与支持农村环境中 LD ELL 的各种优势和需求的相关性。首先，我们强调 SRSD 教学的好处。然后，我们提供了 SRSD 框架和基于研究的一般 ELL 教学实践之间的三个主要联系。随后，我们描述了个性化 SRSD 教学以满足 LD ELL 需求的方法。最后，我们通过一个教学序列（包括课程计划和支架）来展示如何使用 SRSD 有说服力的写作教学来促进包括 ELL 和 LD 在内的农村课堂的自我倡导技能。