Improving Written Language through Effective Intervention and

Technology: Strategies and Instruction

Kathleen Marshall & Cheryl WissickUniversity of South Carolina

DLD Workshop State CEC February 2011

What are evidence-based practices (Graham & Harris, 2011)?

What skills are included in written language?

What additional skills are related to written language performance?

How we can use what we know in our classrooms?

Evidence-based practices

AssessmentIdentify specific areas of difficulty: fluency,

syntax, vocabulary, content, conventions – assess carefully!

Progress monitoring – more info on that later!May want to preface writing instruction

with oral sharing of information for assessment & practice: telling stories, taping stories – NOTE: *this will not teach written language.

General Guidelines for Written Language Instruction

Pair instruction in reading with instruction in written language Relationship between reading and

spelling Relationships between reading and

writing expression instructional strategies:

Planning, Main idea,

Summarizing

General Guidelines for written language instruction

Teach students transcription skillsHandwriting, spelling, typingExperience is not enoughPractice is not enoughDirect instruction of skills

General guidelines for written language instruction

Use word processing and related software as a primary tool for writingTechnology and UDLMotivational role in learning written

language skillsExpanding opportunities for instruction,

practice, and evaluationMultiple means for integrating additional

instruction into multiple educational environments.

General guidelines for written language instruction

Keyboarding Skills by Diana Hanbury-King 0-8388-1707-6.

http://eps.schoolspecialty.com/

Teach grammar, vocabulary, and “usage” skills Use direct instruction Capitalization, punctuation, nouns, adjectives, main idea, sentence structure, etc.

General guidelines for written language instruction

Teach executive function skillsUse strategies and direct instructionTeach summarization skillsTeach self-evaluation/self-monitoring skills number of words written, story grammar, punctuation checklist

Goal-setting: Can move from teacher-generated to student-generated number of words, number of adjectives, correct use of pronouns – gender/number,

Specific guidelines for written language instruction- what to teach

Teach students to plan, revise, and edit compositionsTeach existing strategies or develop your

ownHave students work together to work on

this processAdapt the process approach for writing to

include more direct instruction for students with disabilities in written language

Specific guidelines for written language instruction- what to teach

Direct Instruction: Teach foundational skills and concepts in written language

Strategy Instruction: Use, create, and teach strategies for complex skills

How to teach: Two major approaches addressed in all areas

Specific Guidelines for Written Language Instruction using direct instruction & strategy instruction

One skill at a time Evaluate and practice

Select one factor/skill at a time when working with a child with numerous problems, or group skill areas (punctuation).

Incorporate self-evaluation into all instruction.

Increase productivity - at least 3 free writing sessions each week, in addition to instruction.

Error analysis: Skill selection/Scope and sequence; 4 major strands for beginning writing

Identify categories of knowledge - concepts, strategies

Direct Instruction Approach to Teaching Writing

Instructional Tools: Prompts or guides for teaching; Pictures, word prompts, strategies, graphic organizers, story maps

Task Format: Gradual move from easy to difficult; selection response, completion response, generations response

Direct Instruction Approach to Teaching Writing

Length/complexity of written product: Word, words, sentences, paragraphs , stories.

Move from easy to difficult in all categories of instruction

Example of direct instructionWhen teaching paragraph writing – determine important elements of skill and teach understanding or concept of paragraph before you teach actual writing. The rule can be used to guide writing and evaluation.

Paragraph

A paragraph is a group of sentences about one topic.

What is a paragraph?A group of sentences about one topic

Preskills: concept of sentences and concept of topic

Spring

Spring is coming soon. The birds all start to sing in spring. The flowers start to bloom too.

This is a paragraph. It is a group of sentences about one topic.

Romeo

I have a dog named Romeo. He is a collie. Romeo likes to chase squirrels. He is a smart dog.

This is a paragraph. It is a group of sentences about one topic.

Luke

I have a dog named Luke. Luke is black. Green is my favorite color. I like peaches.

This is not a paragraph. It is not a group of sentences about one topic.

Pizza

I like pizza. Pepperoni SausageCheese Mushrooms

This is not a paragraph. It is not a group of sentences about one topic.

Summer Vacation

Summer vacation is coming soon. I will go on trips to visit my family. We will go to the beach. A good thing about summer vacation is I get to read lots of good books.

This is a paragraph. It is a group of sentences about one topic.

Pineapple

The pineapple is a sweet fruit.

You can buy pineapples at the store.

Pineapples come from Hawaii.

This is not a paragraph. It is not a group of sentences about one topic.

Evaluation:Self-monitoring example

Paragraph: A group of sentences about a topic.

Evaluation/self-monitoring #2

A strategy is a series of steps that may include verbal associations, concepts, or rules that are designed to complete a task or solve a problem.

Examples:Answering comprehension questionsWriting a paragraph

Teaching Strategies

Teaching Strategies

Note: Strategy instruction should involve teaching NO new skills - It involves linking

together previously learned skills!

First, each step must be identified and pre-taught.

Identify the best way to lay out and match the steps to the student’s needs.

Decide if steps should be illustrated or stated.

If using verbal prompts, make sure they are appropriate for the student.

Model steps of the strategy: If there are verbal steps or mental modeling, say aloud.

Leading 1: Teacher guides (orally, if necessary); Student performs steps of strategy.

Leading 2: Student performs steps of strategy and uses prompts/says verbal prompts.

Testing: Student performs steps of strategy without prompts.

Teaching a strategy - continued

Developing quick writing skills of middle school students with disabilities (Mason, Kubina, & Taft, 2009)

Building on self-regulated strategy development (SRSD): (Graham & Harris, 2003)

Example Strategy

POW + TREE

Strategy Instruction including modeling, guided practice, and independent practice

Self-regulation including goal-setting, self-monitoring and self-reinforcement

POWPICK my ideaORGANIZE my

notesWRITE and say

more

TREETOPIC sentenceREASONS – 3 or

moreEXAMINEENDING

Approaches for Teaching Spelling

Five step study strategyStudent says wordStudent writes & says wordCheck the wordWrite word from memory and

checkRepeat 5 steps

Spelling Activities?

Approaches for Teaching Spelling

Visualization Approach

Teacher writes wordStudent reads wordStudent reads lettersStudent writes wordStudent “takes a picture”Student closes eyes spells word, and

visualizes lettersStudent writes word and checks for accuracy

Integrated instructional approach

Problem = No direct skill instruction & potential for reduced participation

Advantage = preparing students by teaching fundamental skills first & holding students accountable

Process Approach to teaching writingPrewriting

brainstormingComposingEditing

Direct Instruction adaptations to Process ApproachPreteach critical skillsFocus expectations on

skills taughtGradually increase level

of independence & reduce prompts.

Adapted Process Approach to teaching/practicing writing

Prewriting

Composing

Selecting a topic (teacher, group, peer)

Planning (outline, illustrate plan, develop story elements - teacher guidance, group, peer-pair, individual)

Writing strategy, related vocabulary, oral presentation

Teacher guidance, group, peer/pair, individual

Adapted Process Approach to teaching/practicing writing

Revising Editing

Teacher input - Select skills for revision based on previous direct instruction, prompt, checklist

Meeting 1: Editor listens to story & reads along, makes notes - 2 questions (Is anything not clear? Where could details be added?) Discuss revisions

Meeting 2: Discuss revisions, Edit for mechanical errors, use checklist