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Specialized instruction in Written Expression: The challenges of Learning to Write
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Introductions
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Overview of the PDU Specific Learning Disability of Written Expression
which includes handwriting, spelling, grammar and composition
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Prerequisites Must have a student with writing needs identified on their IEP and a writing goal or access to a child with writing needs Must have pre-approval from your principal/supervisor that you can participate in this PDU
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Expectations Attend 14 hour of face to face (14 hours)
Complete a Diagnostic Writing assessment on the targeted student (1 hour) Attend an Interpretation seminar after doing the assessment (2 hours) Complete progress monitoring tool after 5-10 hours of instruction (1.5 hours) IEP meeting for the targeted student sometime during the PDU (annual, eligibility or special request) where writing is discussed (2 hours including planning and meeting) Writing lesson plans (10+ hours) Direct instruction in writing for the targeted student (15+ hours) Reflection Essay (1 hour) Complete a portfolio (1 hour) Attend Final PDU peer review process (2 hours)
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Content Language Objectives
The participants will be able to orally explain the cognitive processes involved in learning how to write by distinguishing low level and high level tasks using academic language after -guided review of the cognitive processes of writing using visuals and graphic organizers
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National Assessment Data
It is costs and estimated 250 Million dollars a year in extra training and oversight to address writing deficiencies. - National Commission on Writing (2005) In % of 8th graders were below proficient on the National Assessment of Educational Progress. It has only slightly improved in recent year. - NAEP (2002) Writing is one of the most difficult tasks taught in school. To improve writing, adults and children need systematic practice, deliberate skill building and many opportunities to write… - Moats (2012)
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National Assessment Data
Writing improves reading comprehension… - Berninger and Wolf, 2009; Graham, MacArhur & Fitzgerald, 2007; Troia, 2009 Jig-saw the article “Writing to Read”. How does writing improve reading comprehension?
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Writing to Read I. HAVE STUDENTS WRITE ABOUT THE TEXTS THEY READ.
Respond to a Text in Writing ES=.77 Write Summaries of a Text ES= .52 Write Notes About a Text ES= .47 Answer Questions About a Text in Writing, or Create and Answer Written Questions About a Text ES=.27 II. TEACH STUDENTS THE WRITING SKILLS AND PROCESSES THAT GO INTO CREATING TEXT. Teach the Process of Writing, Text Structures for Writing, Paragraph or Sentence Construction Skills ES= .18 to .27 Teach Spelling and Sentence Construction Skills ES= .79 Teach Spelling Skills ES=.68 II. INCREASE HOW MUCH STUDENTS WRITE ES=.30 Records what we have learned Connects ideas Sorts information Determines what is important Pursues understanding Attend to details and find support Engage in personal and objective meaning at the deepest level Graham & Hebert (2012)
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Why Writing is so difficult!
Writing is a mental juggling act latest to develop most challenging longest to learn mastered by the fewest
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Why Writing is so difficult!
syntax sense able to produce verbal response large vocabulary vast background knowledge Working memory organization word use knowledge life experience motor/sensory skills Strong expressive language skills Strong receptive language skills
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Why Writing is so difficult!
Writing uses the same processors as reading plus more…
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Why Writing is so difficult!
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Why Writing is so difficult!
Context Processor Reading Processing Model Meaning Processor Processing Speed Orthographic Processor Phonological Processor Phonics speech sound system letter memory language input language output writing output reading input
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Why Writing is so difficult!
Context Processor Writing Processing Model Part 1 Meaning Processor Processing Speed Phonological Processor Orthographic Processor Phonics Grapho-motor Processor
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Why Writing is so difficult!
Grapho-motor Processor “The graphomotor processing system is wired into language processors as soon as students know what alphabetic letters represent and begin writing words.” -Berhinger & Richards (2002) graph- write motor- coordination of movements
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Why Writing is so difficult!
direction spatial proportions Grapho-motor Processor flow size
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Why Writing is so difficult!
Memory Processes short term memory long term working Permanent mental storage of knowledge and impression Lasts 5-7 seconds – temporary storage (sensory and linguistic input) Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea Central Executive Automatic Pilot Phonological Loop Visuospatial Sketchpad
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Why Writing is so difficult!
“Writing places an even heavier demand on various memory systems than reading.” -Moats (2012) impacts memory, either long-term, short-term or working memory (executive functioning + short term memory) . Read page 23 in Teaching Beginning Spelling and Writing . Highlight each example of the impact that memory plays on a individuals ability to write. With a small group come up with examples of something that
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Why Writing is so difficult!
Context Processor Orthographic Processor Phonological Processor Meaning Processor Phonics Grapho-motor Processor Writing Processing Model Part 2 Processing Speed Writing Memory Processes short term memory long term working Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader Automatic Pilot
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Why Writing is so difficult!
Hays and Flowers Recursive Mental Processes: The Writing Process Planning (idea generation) Translating into written form Reviewing and Revising (proof reading, editing and revising) Hats and Flowers developed the model using self-report of college students who verbalized their own thinking processes as they composed. This explains the mental processes of adult writers who have automatized handwriting/typing, spelling, word recognition. Translating (conversion of ideas into words, sentences and discourse) Transcribing (graphomotor production)
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Why Writing is so difficult!
Context Processor Orthographic Processor Phonological Processor Meaning Processor Phonics Grapho-motor Processor Planning Translating Writing Processing Model Part 3 (final) Processing Speed Transcribing Writing Memory Processes short term memory long term working Holy Crap! Reviewing Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader Automatic Pilot
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Reading Comprehension
Model for Writing Instruction Simple View of Reading Reading is the product of decoding (the ability to read words on a page) and language comprehension (understanding those words). 2 domains Printed Word Recognition Language Comprehension Reading Comprehension x = Fluency Phoneme Awareness Phonics Vocabulary Reading Comprehension 5 components
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Model for Writing Instruction
Printed Word Recognition Language Comprehension Reading Comprehension x = 1 = x Relative vocabulary list. 1 = x .5 1 .5 = x
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Model for Writing Instruction
Simple View of Writing Writing is the product of low level transcription skills and high level language processing and mental control processes. 3 domains Transcription Skills Language Processing Written Composition x = x x Mental Control handwriting, spelling, grammar Planning, reviewing and revising self-regulation, working memory
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Model for Writing Instruction
Transcription Skills Written Composition Mental Control Language Processing x x = 1 1 x x = 1 1 Relative vocabulary list. x x = 1 1 x x =
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