index by author
index by subject
| |
home index by author index by subject |
Thursday stream 3 Session 09.00 - 11.10 Length 25 minutes
Philomena Ott
Bucks Ottemail@aol.com
Abstract
A spectrum of the underlying causes of writing difficulties will be outlined. These will be linked to oral and written language difficulties. The consequences of secretarial difficulties including spelling, punctuation and handwriting will be examined. Stepping-stones on which to build a framework for success to help prevent a cycle of failure and frustration will be given. Practical suggestions will be outlined for use during the shared, independent and guided writing part of the Literacy Hour. Useful teaching strategies including scaffolds to help implement 'genre theory' in multisensory teaching programmes will be explained. User friendly techniques, which take account of different learning styles will be highlighted. Tricks of the trade including the processes successful writers use and how these may be incorporated in cross-curricular writing assignments and in meaningful situations. Resources including technology (ICT) to help empower timid writers will be reviewed.
If reading is to the mind what food is to the body then writing is the lifeblood that sustains and nourishes it. It helps to develop thinking skills and improves reasoning powers. Writing enables individuals to communicate facts, feelings and opinions. It is an essential lifelong skill for us all, but especially for pupils, across the entire age range. Performance in almost every area of the school curriculum is dependent on writing skills. Attainments are frequently measured and judged by the written word.
Writing is a skill and for some a talent. It is also a craft which can be acquired but must now be taught in all schools as part of the National Curriculum in the UK for cross curricular use. It can be nurtured and improved with practice as well as being polished with experience.
The big question is why despite universal education do some find writing challenging? Writing is a complex process and is dependent on many sub skills which underpin its production. There are a host of factors to consider when looking for explanations for why some individuals are ineffectual and reluctant writers just as there are a host of factors to consider when identifying the causes of special educational needs. These factors range from cognitive, emotional, behavioural, physical or psychological difficulties to specific learning difficulties including dyslexia. So what difficulties do dyslexic pupils have with writing?
A Spectrum of the Underlying Causes of Writing Difficulties includes the following:.
They have poor language skills. The problem is compounded for those with English as an additional language (EAL) or bilingualism which can also make accurate diagnosis of dyslexia more complex. They do not deal with language with automaticity. Some have difficulties with receptive and expressive language skills. Others are literal think