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Picture Books as Framing Texts: Research Paper Strategies for Struggling Writers
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On 6-month follow-up probes, most of the advantages obtained by the handwriting group were maintained, including their superiority in crafting sentences no conclusions could be drawn about story writing, though, as this measure was not administered at this point.

In contrast to the first 3 investigations, a fourth study by Berninger et al. Second-grade children who were poor spellers were randomly assigned to 7 spelling treatment groups and a contact control condition i. Specially trained tutors provided approximately 8 hours of instruction to students. Children in the spelling groups made greater gains in spelling than those in the contact control condition. For one of the experimental groups, spelling instruction also resulted in improved writing performance i.

Students in this group were taught common phoneme- spelling associations; practiced new spellings by pointing to each letter in a left-to-right order while simultaneously saying the sound; and used their spelling words when writing a short composition.

Although additional replication is needed, the findings from this study suggest that early and extra spelling instruction can also have a beneficial effect on compositional fluency. These finding have important implications for the prevention of writing problems, as data collected by Berninger and her colleagues indicate that impaired compositional fluency in the primary grades may serve as the developmental origin of writing problems in later grades.

Some caution, however, must be exercised in the selection of early intervention programs for handwriting or spelling, as many of the approaches employed in the studies by Berninger et al.

Additional research is needed to identify other approaches for preventing writing problems. Early intervention practices that are likely to be effective include allocating additional time for writing, providing individually guided assistance when writing, and supplying additional help in mastering critical skills, such as planning, revising, and sentence construction.

Such approaches would provide a broader and richer range of options for accelerating the writing progress of young children with LD and other struggling writers in the primary grades. As is often the case, Snoopy is sitting on top of his dog house, banging away on his typewriter, when Lucy asks to look at what he has written.

She quickly renders her decision: During literacy instruction, such negative views may take the form of more criticism, less attention and praise, fewer interactions with the teacher, and briefer and less informative feedback.

These children may be viewed as so challenging that a form of pedagogical paralysis occurs, as teachers are uncertain about what to do or lack confidence in their own capabilities to successfully teach these children. However, the findings from the study by Englert and her associates Englert et al.

A critical element in designing a successful writing program for these students is recognizing that they are capable. This belief was evident in an interview with a first grade teacher who had been identified by her principal as an outstanding literacy instructor.

She indicated that she approached each child as a competent learner-one who can learn to work productively and independently in the classroom. Another essential ingredient was articulated by a second outstanding literacy teacher. He indicated that the weaker students in his classroom are never shown disrespect. For example, he has made sitting next to him a special honor in his class, so when he sits next to weaker students to support them, no stigma is attached to time spent interacting with the student.

We believe that it is also important to ignore negative expectations e. She goes on to explain that she felt smart when she woke up this morning, but it started to snow as she was walking to school and that all those snowflakes must have cooled down her brain.

A critical element in enhancing the writing development of children like Peppermint Patty, the perennial D student, is to identify and address obstacles that impede their success in learning to write.

Children with LD may exhibit one or more maladaptive behaviors, including a low tolerance for failure, attention difficulties, and problems in activating and orchestrating the processes involved in learning. For instance, teachers at the Benchmark School, a facility for children with LD, identified 32 academic and nonacademic roadblocks experienced by their students.

This included difficulties such as impulsivity, disorganization, inflexibility, lack of persistence, frequent absences, poor home support, and so forth. An investigation by Sexton, Harris, and Graham provides one example of how this can be accomplished. This study focused on 5th- and 6th-grade students with LD who had writing difficulties and displayed a low level of motivation and maladaptive beliefs about the causes of success and failures.

These students were not only taught a planning strategy to help them improve their written work, but instruction also included a component designed to address their maladaptive attributions. Students were encouraged to attribute their success to effort and use of the planning strategy.

They also learned to use self-statements e. An investigation by Harris, Graham, Reid, McElroy, and Hamby provides a second example of how interfering roadblocks can be addressed. This study involved 5th- and 6th-grade students with LD who had difficulty staying on task because of difficulties with attention. To address this situation, the participating students were taught to daily count and graph the number of words produced while writing.

In a final Peanuts cartoon, Sally is sharing her report with the class. After telling the class her paper is about Walter Diemer, the man who invented bubble gum, she stops and blows a bubble.

She then proceeds to inform the class that we are all grateful to Mr. Diemer, stopping once again to blow another bubble. As MacArthur noted, technological tools can make the process of writing easier as well as more motivating for students with LD.

Word processing, for example, provides at least 3 possible advantages for these students: Technological tools can also provide support for planning and revising through the use of outlining and semantic mapping software, multimedia applications, and prompting programs. In addition, text production processes can be supported or even circumvented in some instances by using spell checkers, word prediction programs, grammar and style checkers, and speech synthesis.

Finally, the use of computer networks allows children to collaborate and communicate easily with audiences that extend beyond their classroom. This senior, who had trouble writing and focusing his attention, typically produced what he referred to as "the bare minimum" when completing written assignments.

Once he started composing on a computer that allowed him to dictate text, his papers became more complete, as he could now "write stuff in detail" because he could speak it in detail. Although technology can support and even change how students with LD write, it is important to keep in mind that it does not make writing instruction superfluous.

For instance, many of these students often fail to take advantage of the power of word processing when revising because they continue to revise in the same old way, mostly trying to correct mechanical errors. Teaching them to focus their attention on substantive changes when revising, however, can result in a much greater use of the editing features of word processing, as the students are more likely to make additions and rewrite parts of their text.

Similarly, a spell checker will not eliminate spelling errors or the need for spelling instruction, as students with LD only correct about one-half of their errors when using such devices.

Clearly, the impact of technological tools will be restricted if students with LD fail to develop the knowledge, skill, will, and self-regulation so critical to effective writing. In this paper, we outlined 6 principles that we believe can help prevent as well as alleviate the writing difficulties experienced by children with LD. One, we focused only on what the school can do and not on other critical constituencies such as the family or the community. Two, individual schools or school systems will undoubtedly need to add additional principles that are responsive to their specific situations.

Preventing writing difficulties and intervening successfully when such problems occur requires a sustained and concerted effort on the part of the school, parents, and the community. For many children with LD, writing problems are a chronic, not a temporary, condition. There is no quick or easy fix that will make their problems disappear. It is not only important to intervene early, but also to provide a sustained and coherent effort over time.

Theory-based diagnosis and remediation of writing disabilities. Journal of School Psychology, 29, Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of Educational Psychology, 89, Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework. Journal of Educational Psychology, 90, Written language instruction for children with mild handicaps: Is there enough quantity to ensure quality?

Learning Disability Quarterly, 12, Literacy learning in whole language classrooms: An analysis of low socioeconomic urban children learning to read and write in kindergarten. Issues in literacy research and instruction pp. High tech for the disabled. Education Review, July 26, The Early Literacy Project: Connecting across the literacy curriculum. Learning Disability Quarterly, 18, Spelling unfamiliar words by an analogy strategy.

Journal of Special Education, 19, Making writing and self-talk visible: Cognitive strategy instruction writing in regular and special education classrooms. American Educational Research Journal, 28, Learning Disability Quarterly, 11, Reading Teacher, 51, A review of literature and implications for instruction for students with learning disabilities. Learning Disabilities and Research, 8, Should the natural learning approach replace spelling instruction?

Journal of Educational Psychology, 92, Handwriting and spelling instruction for students with learning disabilities: Learning Disability Quarterly, 22, Executive control in the revising of students with learning and writing difficulties.

Journal of Educational Psychology, 82, Elementary School Journal, 83, The role of mechanics in composing of elementary school students: A new methodological approach. The road less traveled: Prevention and intervention in written language. The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35, Where do we go from here?

Contemporary Educational Psychology, 22, It can be taught, but it does not develop naturally: Myths and realities in writing instruction.

School Psychology Review, 26, Whole language and process writing: Does one approach fit all? Self-regulation and strategy instruction for students who find writing and learning challenging.

Theories, methods, individual differences, and applications pp. Implications of constructivism for teaching writing to students with special needs. Journal of Special Education, 28, Instructional recommendations for teaching writing to exceptional students. Exceptional Children, 54, Is handwriting causally related to learning to write: Treatment of handwriting problems in beginning writers.

Journal of Educational Psychology. How do primary grade teachers adapt instruction to meet individual needs in writing? Manuscript submitted for publication. Writing and writing instruction with students with learning disabilities: A review of a program of research.

Learning Disability Quarterly, 14, Self- Instructional strategy training. Journal of Special Education, 22, Knowledge of writing and the composing process, attitude toward writing, and self- efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26, Application with exceptional children. Focus on Exceptional Children, 15, Illustrations from the evolution of Self-Regulated Strategy Development.

Making the writing process work: Strategies for composition and self-regulation. Self-monitoring of attention versus self-monitoring of performance: Replication and cross-task comparison studies. Learning Disability Quarterly, 17, Research on written composition: New directions for teaching.

National Conference on Research in English. Passive failure in reading. Journal of Reading Behavior, 17, Journal of Educational Psychology, 91, Learning to read and write: A longitudinal study of 54 children from first through fourth grade. Journal of Educational Psychology, 80, Diverse learners and the tyranny of time: Reading Teacher, 46, Overcoming barriers to writing: Computer support for basic writing skills. Using technology to enhance the writing performance of students with learning disabilities.

Journal of Learning Disabilities, 29, Handwriting, dictation, and word processing. Journal of Special Education, 21, Spelling checkers and students with learning disabilities: Performance comparisons and impact on spelling. Journal of Special Education, 30, Training and implementing requirements associated with the use of classwide peer tutoring.

Education and Treatment Of Children, 14, The systemic influence of the Early Literacy Project curriculum: A four-year longitudinal study of student achievement from first to fourth grade. A kindergarten activity book. Fostering literacy learning in supportive contexts. Journal of Learning Disabilities, 25, Reading instruction that works: The case for balanced teaching.

A survey of instructional practices of primary teachers nominated as effective in promoting literacy. Elementary School Journal, 96, The nature of outstanding primary-grades literacy instruction. Strategies and skills in whole language pp. A survey of instructional practices of grade-5 teachers nominated as effective in promoting literacy.

Scientific Studies of Reading, 1, Nature, assessment, and intervention. A developmental language perspective pp. Self-regulated strategy development and the writing process: Effects on essay writing and attributions. Exceptional Children, 64, An analysis of errors and strategies in the expository writing of learning disabled students. Remedial and Special Education, 8, Assessment measures and intervention activities for children.

Focus on Exceptional Children, 30, Implementing a whole language program in a special education class. Topics in Language Disorders, 11, Research on genre-specific strategies for enhancing writing in adolescents with learning disabilities. Learning Disability Quarterly, 20, The teaching practices of effective teachers of literacy Educational Review, 52, Steve Graham, Karen R. It was an honor to have learned from them and to incorporate what I have learned as a teacher of LD students.

Thank you for this informative paper. It sure helps in profound understanding of children with LD needs and how to help them. Author Interviews Meet your favorite authors and illustrators in our video interviews. Book Finder Create your own booklists from our library of 5, books! Themed Booklists Dozens of carefully selected booklists, for kids years old.

Nonfiction for Kids Tips on finding great books, reading nonfiction and more. Skip to main content. You are here Home. Steve Graham , Karen R.

Harris , Lynn Larsen. This paper presents six principles designed to prevent writing difficulties as well as to build writing skills: With our custom essay offer, you can be sure to get any type of essay help you are looking for. If you are looking for cheap essay service in the US, nothing can be better opting for 6DollarEssay. As I have already had some bad experiences with writing services, I asked 6DollarEssay. They obliged and provided me with adraft of the work which I must say was a great piece of writing that impressed my professor as well.

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essay questions for the salem witch trials Research Paper Strategies For Struggling Writers ap language synthesis essays essays website. For example, in our own research (Graham, Harris, MacArthur, & Schwartz, b; Harris & Graham, ), we have successfully taught students with LD to use the same kinds of planning and revising strategies that more skilled writers use when they compose.