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Poch -

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Apporaches to lifespan writing research: Generating an actionalb coherence

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The value of writing is not limited to single points of time in our lives but serves many different purposes across the lifespan (Bazerman et al., 2018). For instance, young children begin to experiment with writing as early as two years of age, using it as a vehicle for play, communication, and self-expression (Rowe, 2008). With the advent of school, the purposes for writing expand greatly to include writing to inform, persuade, describe, summarize, learn, and narrate to identify just some of the ways children, adolescents, and young adults learn to write and use writing as part of their education. During adulthood, writing is a staple of life at both work and home. White and blue collar workers commonly use writing to perform their jobs (Light, 2001), and adults frequently use writing throughout the day to initiate and maintain personal connections, as they tweet, text, email, and connect with each other using a variety of social networks and media (Freedman et al., 2016).


This book chapter explores the intersection of writing and disability research as it relates to understanding the variable developmental writing trajectories of students with LD and ASD across the lifespan. The chapter is available at

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.