introductions. specialized instruction in written expression: the challenges of learning to write

SPECIALIZED INSTRUCTION IN WRITTEN EXPRESSION: THE CHALLENGES OF LEARNING TO WRITE

Introductions

Overview of the PDU

Specific Learning Disability of Written Expression

which includes handwriting, spelling, grammar and composition

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

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)

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

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 2002 69% 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)

National Assessment DataWriting 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

comprehensio

n?

Writing to Read I. HAVE STUDENTS WRITE ABOUT THE TEXTS THEY READ. 1. Respond to a Text in Writing ES=.772. Write Summaries of a Text ES= .523. Write Notes About a Text ES= .474. 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.5. Teach the Process of Writing, Text Structures

for Writing, Paragraph or Sentence Construction Skills ES= .18 to .27

6. Teach Spelling and Sentence Construction Skills ES= .79

7. Teach Spelling Skills ES=.68II. INCREASE HOW MUCH STUDENTS WRITE ES=.30

Graham & Hebert (2012)

Why Writing is so difficult!Writing is a mental juggling act latest to develop most challenging longest to learn mastered by the fewest

Why Writing is so difficult!

Strong receptive language skills Strong expressive language skills

large

vocabularyvast backgroundknowledgeword useknowledge

syntax sense

organizationlife experience

motor/sensory

skills

able to produce

verbal response

WORKING MEMORY


Writing uses the same processors as reading plus more…

Why Writing is so difficult!Context

Processor

Orthographic Processor

Phonological Processor

Meaning Processor

writing outputlanguage output reading input

speechsound system letter memory

Phonics

language input

Reading Processing Model

Processing

Speed

Why Writing is so difficult!Context

Processor

Orthographic Processor


Meaning Processor

Phonics

Writing Processing Model Part 1

Grapho-motor

Processor

Processing

Speed


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


Grapho-motor

Processor

directionspatial

proportions

flow size


Memory Processes

short term

memory

long term

memory

working

memory

Lasts 5-7 seconds – temporary storage (sensory and linguistic input)

Permanent mental storage of knowledge and impression

CentralExecuti

ve

Phonological Loop

Visuospatial

Sketchpad

Automatic Pilot

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

Why Writing is so difficult!“Writing places an even heavier demand

on various memory systems than reading.”

-Moats (2012) 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

impacts

memory,

either long-

term, short-

term or

working

memory

(executive

functioning +

short term

memory) .

Why Writing is so difficult!Context Processo

r

Orthographic

Processor


Meaning Processo

r

Phonics

Grapho-motor Process

or Memory

Processes short term

memory

long term

memory

working memory

Automatic Pilot



Writing

Writing Processing Model Part 2

Processing

Speed


Planning(idea

generation)

Translating into

written form

Reviewing and

Revising (proof reading,

editing and revising)

Translating (conversion of

ideas into words,

sentences and discourse)

Transcribing

(graphomotor production)

Hays and Flowers Recursive Mental Processes: The Writing Process


Memory Processes

short term

memory

long term

memory

working memory

Automatic Pilot



Writing Processing Model Part 3 (final)

Planning Translating

Transcribing

Context Processo

r

Orthographic

Processor


Meaning Processo

r

Phonics

Grapho-motor Process

or

Writing

Reviewing Holy Crap!

Processing

Speed

Simple View of Reading Reading is the product of decoding (the ability to read words on a page)

and language comprehension (understanding those words).

Printed Word Recognition

Language Comprehensionx

Phoneme Awareness Phonics

Fluency

Vocabulary

Reading Comprehensio

n

2 domains

5 components

= Reading Comprehension

Model for Writing Instruction


Printed Word Recognition

Language Comprehensionx = Reading

Comprehension

1 x =0 0

0 x =1 0

.5 x =1 .5

Simple View of Writing Writing is the product of low level transcription skills and high level

language processing and mental control processes.

Transcription Skills Language Processing x

handwriting, spelling, grammar

Mental Control

Planning, reviewing and

revising

3 domains

= WrittenComposition


x x

self-regulation, working memory


TranscriptionSkills

Language Processing x =

Written Composition

1 x =0 0

0 x =

1

0

0x =

1

0

xMentalControl

x

x 1

x1 1

introductions. specialized instruction in written expression: the challenges of learning to write

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