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Instructing Writing Strategies for Students with Learning Disabilities
Transcript of Instructing Writing Strategies for Students with Learning Disabilities
Definition: Learning Disability Any kind of various disorders (as dyslexia or dysgraphia) that interfere with an individual's ability to learn resulting in impaired functioning in verbal language, reasoning, or academic skills
Learning Disabilities are thought to be be caused by difficulties in processing and integrating information WHEN WRITING... Students With Learning Disabilities tend to: Struggle more than their peers who do not possess a learning disabilities on a variety of written language tasks.
Students with Learning Disabilities often have difficulty:
1. Writing Fluently
2. Setting Goals
3. Generating content
4. Organizing their writing
5. Evaluating and Revising their writing
Students with Learning Disabilities often write without planning their ideas and write with only the knowledge they possess in their mind. How do you accommodate the writing problems of students with learning disabilities? Incorporate strategies that helps students with learning disabilities to:
- Brainstorm, Set Goals, Organize their ideas that plans their writing in advance which produces more coherent and detail writing Specific Writing Strategies For
Students With Learning Disabilities SPACE - THIS MNEMONIC REPRESENTS THE 5 PRIMARY ELEMENTS OF A WELL-DEVELOPED NARRATIVE DARE
(DEVELOP A POSITION STATEMENT, ADD SUPPORTING ARGUMENTS, REPORT AND REFUTE COUNTERARGUMENTS, END WITH A STRONG CONCLUSION) (SETTING, PROBLEMS, ACTIONS, CONSEQUENCE, EMOTIONS) STOP & LIST (STOP, THINK, OF PURPOSES, AND LIST IDEAS, SEQUENCE THEM) - THIS MNEMONIC ILLUSTRATED THE FOUR PRIMARY ELEMENTS OF AN OPINION ESSAY - tHIS CORRESPONDING ACRONYM WAS USED TO IDENTIFY THE PURPOSES OF THE ACTIVITY, SETTING APPROPRIATE GOALS, BRAINSTORMING IDEAS, AND ORGANIZING THOSE IDEAS IN WRITING Teaching : How to Teach Writing to Learning Disability Students references 1. Chalk, J. C., Hagan-Burke, S., & Burke, M. D. (2005). The Effects of Self- Regulated Strategy Development on the Writing Process for High School Students with Learning Disabilities. Learning Disability Quarterly, 28, 75- 86.
2. De La Paz, S. (1999). Teaching Writing Strategies and Self-Regulation Procedures to Middle School Students with Learning Disabilities. Focus on Exceptional Children, 31 (5), 1-22.
3. Monroe, B. W., Troia, G. A. (2006). Teaching Writing Strategies to Middle School Students with Disabilities. The Journal of Education Research, 100 (1), 21-29.
4. Schumaker, J. B., Deshler, D. D. (2005). Can Students with LD Become Competent Writers? Learning Disability Quarterly, 26, 129-140.
5. Troia, G. A., Harris, K. R., Graham, S. (1999). Teaching Students with Learning Disabilities to Mindfully Plan When Writing. Exceptional Children, 65 (2), 235-252.
6. Troia, G. A., Graham, S. (2002). The Effectiveness of a Highly Explicit, Teacher- Directed Strategy Instruction Routine. Journal of Learning Disabilities, 35 (4), 290-305.
7. Walker, B., Shippen, M. E., Alberto, P., Houchins, D. E., Cihak, D. F. (2005). Using the Expressive Writing Program to Improve the Writing Skills of High School Students with Learning Disabilities. Learning Disabilities Research & Practice, 20 (3), 175-183.