Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. Yet, we know very little about how to support students with learning disabilities (LD) or who are English learners (EL) when asked to write for authentic purposes during science instruction. Therefore, we conducted a systematic review of 14 high-quality studies to identify effective writing instruction elements for students with LD, those who are EL, and for at-risk learners more generally. We analyzed the studies according to purpose, participants, dependent variables, and interventions. Then, we categorized instructional elements into two broad types of support: (a) cognitive skills and processes, and (b) linguistic skills and processes. Quantitative analyses showed students (regardless of disability or language status) who received structured cognitive instruction on text features demonstrated substantial growth in writing. Conversely, although language in science differs from everyday language, it is absent from this literature. Thus, our findings provide insights into necessary cognitive and linguistic supports for these students, and implications for designing effective writing instruction.

科学写作对所有学习者来说都是具有挑战性的，对于有认知或语言学习困难的学生来说尤其如此。然而，当被要求在科学教学期间出于真实目的写作时，我们对如何支持有学习障碍的学生 (LD) 或英语学习者 (EL) 知之甚少。因此，我们对 14 项高质量研究进行了系统审查，以确定有效的写作教学要素，适用于 LD 学生、EL 学生以及更普遍的有风险的学习者。我们根据目的、参与者、因变量和干预措施分析了研究。然后，我们将教学元素分为两大类支持：（a）认知技能和过程，以及（b）语言技能和过程。定量分析表明，接受过关于文本特征的结构化认知指导的学生（无论残疾或语言状况如何）在写作方面表现出显着增长。相反，尽管科学中的语言不同于日常语言，但在这些文献中却没有。因此，我们的研究结果为这些学生提供了必要的认知和语言支持的见解，以及对设计有效写作教学的影响。