Children who struggle with writing are a heterogeneous group and may experience difficulties in a range of domains, including spelling, reading, and oral language. These difficulties are reflected in their writing and may influence their responsiveness to writing interventions. The effectiveness of a targeted sentence-combining intervention to improve the writing skills of 71 struggling writers, aged 7 to 10 years, was compared with a spelling intervention and a business as usual (waiting list) control condition. Some struggling writers also performed poorly on measures of reading and oral language. Children's performance on a range of writing measures were assessed at baseline (t1), immediate post-test (t2) and delayed post-test (t3). Children receiving the sentence-combining intervention showed significant improvements in the sentence combining measure at t2 and t3 compared to both the spelling intervention and waiting list controls. Exploratory regression analyses found that children in the sentence-combining intervention, with a low t1 sentence combining score, low reading skills or better t1 spelling skills, were more likely to show improvements at t2. Findings indicate that when devising interventions for struggling writers, specific profiles of skills should be considered. Specifically, sentence combining may be more appropriate for SWs whose primary area of difficulty is reading, rather than poor spelling or oral language.

与写作作斗争的孩子是异类，可能会在拼写，阅读和口语等多个领域遇到困难。这些困难反映在他们的写作中，并可能影响他们对写作干预的反应。将有针对性的句子合并干预措施提高了71位7至10岁苦苦挣扎的作家的写作技巧的有效性，并与拼写干预措施和照常营业（等待名单）控制条件进行了比较。一些苦苦挣扎的作家在阅读和口语方面也表现不佳。在基线（t 1），立即测验（t2）和延迟测验（t3）。与拼写干预和候补列表控件相比，接受句子组合干预的孩子在t 2和t 3处的句子组合度量有显着提高。探索性回归分析发现，在句子组合干预中，t 1句子评分较低，阅读能力较低或t 1的拼写技能更好的孩子，在t 2时更有可能表现出改善。研究结果表明，在设计用于挣扎的干预措施时作者，应考虑特定的技能要求。具体来说，句子组合可能更适合主要困难领域是阅读而不是较差的拼写或口头语言的西南语言学校。