{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,9]],"date-time":"2026-06-09T16:42:25Z","timestamp":1781023345621,"version":"3.54.1"},"reference-count":43,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2022,2,13]],"date-time":"2022-02-13T00:00:00Z","timestamp":1644710400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Research Intellect Disabil"],"published-print":{"date-parts":[[2022,5]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Studies on the writing of students with intellectual disabilities have been scarce and unrepresentative. Therefore, the purpose of this research was to analyse this group of students' abilities to plan their texts<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>A collective case study was carried out, with an eminently qualitative approach, although aided by an initial quantitative analysis. Fifteen students with unspecified intellectual disabilities were interviewed using open\u2010ended questions. For data interpretation, content analysis and quantification of responses were used.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>The results revealed the abilities and limitations of these students regarding the knowledge and use of one of the key processes of written expression (writing planning).<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>The cognitive operations of planning, in which these students admitted the greatest problems, were the ordering and recording of ideas, and textual structuring.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jar.12987","type":"journal-article","created":{"date-parts":[[2022,2,14]],"date-time":"2022-02-14T00:08:27Z","timestamp":1644797307000},"page":"834-842","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["What students with intellectual disabilities know about writing planning"],"prefix":"10.1111","volume":"35","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6580-6983","authenticated-orcid":false,"given":"Jos\u00e9 Luis","family":"Gallego\u2010Ortega","sequence":"first","affiliation":[{"name":"Faculty of Education, Granada University University of Granada  Granada Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1495-9549","authenticated-orcid":false,"given":"Antonio","family":"Garc\u00eda\u2010Guzm\u00e1n","sequence":"additional","affiliation":[{"name":"Faculty of Education, Granada University University of Granada  Granada Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8036-9902","authenticated-orcid":false,"given":"Antonio","family":"Rodr\u00edguez\u2010Fuentes","sequence":"additional","affiliation":[{"name":"Faculty of Education, Granada University University of Granada  Granada Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6548-2643","authenticated-orcid":false,"given":"Susana","family":"Figueroa\u2010Sep\u00falveda","sequence":"additional","affiliation":[{"name":"Faculty of Humanities University Arturo Prat (Chile)  Iquique Chile"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,2,13]]},"reference":[{"key":"e_1_2_8_2_1","first-page":"353","article-title":"El proceso de planificaci\u00f3n en la composici\u00f3n escrita de alumnos de Educaci\u00f3n Primaria","volume":"336","author":"Arroyo R.","year":"2005","journal-title":"Revista de Educaci\u00f3n (Madrid)"},{"key":"e_1_2_8_3_1","first-page":"1","article-title":"Strategies to enhance memory based on brain research","volume":"32","author":"Banikowski A. 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