Best Practices for Teaching Handwriting to Students with ...

BestPracticesforTeachingHandwritingtoStudentswithDyslexia&DysgraphiaHasHandwritingBecomeanInstructionalDinosaur?

TeachingHandwritingIsMoreImportantThanYouMightThinkNancyCushenWhite,Ed.D.

EveryoneReading3.5.2019 1

Has Handwriting

Become

an Instructional

Dinosaur?

NancyCushenWhite,Ed.D.

[email protected] [email protected]

www.slingerland.orgUCSFDyslexiaResearchCenter

http://dyslexia.ucsf.edu/

46thEveryoneReadingConferenceonDyslexiaandRelatedLearningDisabilities

March5,2019CUNYGRADUATECENTER

NewYorkCity

BestPracticesforTeachingHandwritingtoStudentswithDyslexia&Dysgraphia

èfromskillstofunctionaluseçHasHandwritingBecomeanInstructionalDinosaur?TeachingHandwritingIsMoreImportantThanYouMightThink!

Questions

1.   Whatisdysgraphia?2.   Whatdoestheresearchtellusabouttherelevanceofhandwriting

instruction?§  Ishandwritingskilllinkedwithreadingandwritingachievement?§  Doeshandwritinghaveanimpactonskillsthataffectoverallliteracy?

§  Arethereadvantagestoteachingeithermanuscript(printing)orcursiveletterformation?

§  Arethereadvantagestowritingbyhand(manuscriptORcursive)versuskeyboarding?

§  Doestheusefulnessofwritingbyhanddiminishasliteracyincreases?

3.   Arehandwritingdifficultiesduetofinemotorproblemsaloneoraretheylanguagebased?

4.   Isexplicithandwritinginstructionnecessary?Ifso,why?5.   Whatarethebenefitsofintegratingtheteachingofhandwriting

withinstructioninreadingandwrittenexpression?

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u Learningtoreadandwritewordsisaprocessofincreasingawarenessandcoordination(integration)ofthreedifferenttypesofwordformsandtheirparts:Ø PhonologicalAwareness—phonemesØ OrthographicAwareness—graphemesØ MorphemeAwareness—morphemes

u Multidisciplinaryevidencefortriplewordformtheorycontinuestoaccumulate.

TripleWordFormTheoryPhonology—Orthography—Morphology

(Richardsetal.,2006;Berningeretal.,2003)

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WhatIsHandwriting?Berninger&Richards—2016

u Handwritingispartlyamotorskillbutnotonlyamotorskill.

u  Letterformsstoredandprocessedinworkingmemory*alsoplayaroleinhandwriting.

u OrthographicLoop Mind’sEyeèwherelettersandgraphemes(orthographicpatterns)arestoredandprocessedinworkingmemory

 Movementofhandsandfingers

*workingmemory—temporarymemorythatsupportslanguagelearninganduseoflanguage

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WhatIsDysgraphia?—Wolf&Berninger2011JusttheFacts—”UnderstandingDysgraphia”https://dyslexiaida.org/understanding-dysgraphia/

¤ Dysgraphiaisimpairedhandwriting—aconditionofimpairedwritingbyhandØ CaninterferewithwrittenspellingØ CaninterferewithspeedofwritingØ ORBOTHimpairedhandwritingandspelling

¤ Dysgraphiamayoccuraloneorwithdyslexiaorwithspecificlanguageimpairment(orallanguage—speakingand/orlistening)orwithbothdyslexiaandspecificlanguageimpairment.

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WhatIsDysgraphia?FindingsfromRecentResearch

¥ Arelationshipexistsbetweendysgraphia(impairedhandwriting)andorthographiccodinginworkingmemory.Ø Whatisorthographiccoding?

² Abilitytostorewrittenwordsinworkingmemorywhilethelettersinthewordareanalyzed

² Abilitytocreatepermanentmemoryofwrittenwordslinkedtotheirpronunciationandmeaning

¥ Difficultywithplanningsequentialfingermovementsthataffecthandwriting 7

¥ Althoughrecentresearchhasfoundthatstudentswithdysgraphiadonothaveaprimarydevelopmentalmotordisorder,theymayhavedifficultywithplanningsequentialfingermovementsthataffecthandwriting.

¥ Peoplewithdysgraphiamayhaveproblemswithonlyoneorbothofthese:Ø  Orthographiccodinginworkingmemoryonly

èSPELLINGØ  Planningsequentialfingermovementsonly

èHANDWRITINGØ  BOTHimpairedorthographiccodinginworkingmemory

ANDplanningsequentialfingermovements

WhatIsDysgraphia?FindingsfromRecentResearch

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DoWeStillNeedHandwriting?




¥ “Althoughword-processingprogramsandassistivetechnologyareundeniablyboonstochildrenwithwritingproblems,technologicaladvancesdonoteliminatetheneedforexplicitteachingofhandwriting.

¥ Furthermore,verymodestamountsofinstructionaltimeintheearliestgrades—kindergartenandgradeone—mayhelptopreventlaterwritingdifficultiesformanychildren.”

ImportanceofTeachingHandwritingLouiseSpear-Swerling,LDOnline,2006

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HandwritingMatters!KittyBurnsFlorey,2009

ScriptandScribble:TheRiseandFallofHandwritingØ Cacography*-causedbusinesslossesinNorthAmericacostaround$200millionannually:§ Callstowrongnumbers§ Incorrectitemsshipped§ Sloppytaxreturns§ Undeliverablelettersandpackages

Ø Evenworse,illegiblehandwritingonmedicalordersormedicalchartsmayresultinmisunderstandingsthatcostthelivesofcountlesspatients.

*cacographyèwritingAScacophonyènoise

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Whatifthiswereyourmedicalchart?????

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•  Conclusionsfromdiscussionofresearchandopinionsregardingtheroleofhandwritinginstructioninthe21stcenturyclassroom:v Handwritingisacomplexskillthatinvolves

bothcognitiveandfinemotorskills.v Directinstructionisrequired.v Theresultofgoodinstructionisthatboth

cognitivedevelopmentanddevelopmentofmotorskillsbenefit. 13

EducationalSummit

Handwritinginthe21stCenturyJanuary23,2012

Ø Researchstudies(behavioral,neuropsychological,andneuroimaging)haveinvestigatedhowthebrainrespondstolettersusingavarietyoflettertasks:§  Letterperception§  Letterwriting§  Lettercopying§  Letterimagery(visualization).

Ø Resultsshowinvolvementoffivedistinctcorticalregions—todifferentextents—forthevariouslettertasks:§  Thesedifferentbrainregionsformanintegrated

network:•  Letterperceptionengagesmotorregions.• Writingrecruitsletter-specificvisualregions.

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LetterProductionandLetterPerceptionJames&Gauthier,2006;Longcampetal.,2003

Ø Conclusions:§  Acloserelationshipexistsbetweenletterproduction

(writingbyhand)andletterperception(visual).§  Bothmotorandvisualregionsareinvolvedin

handwriting.§ Handwritingmayenhancevisualperception.

§  Thisdistributednetworkisadirectresultofsensory-motorinteractionswithlettersèhandwriting.

Ø Degreeofautomaticitywithwhichachildcanwritethealphabetbyhandisthebestuniquepredictorofthelengthofachild’scomposition—howmanywordstheywritewithinatimelimit(Berninger).

LetterProductionandLetterPerception

James&Gauthier,2006;Longcampetal.,2003

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Research-SupportedArgumentsforHandwritingInstruction

¥ CognitiveandMotorSkillsDevelopmentØ  Effectivehandwritinginstructionèbenefitsboth

cognitivedevelopmentanddevelopmentofmotorskills(HanoverResearch,2012).

¥ LiteracyDevelopmentØ  Handwritingèfoundationalskillthatinfluences

reading,writing,languageuse,andcriticalthinking(Saperstein,2012):Ø RetrievaloflettersfrommemoryØ SpellingØ ExtractingmeaningfromtextorlectureØ Interpretingcontextofwordsandphrases.

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¥ BrainDevelopmentØ  Sequentialhandmovementsusedinhandwritingactivate

regionsofthebrainassociatedwiththinking,short-termmemory,andlanguage(Slape,2010).

Ø  Cursivelinkedwithbrainfunctionsrelatedtoself-regulationandmentalorganization(Berninger,2010).

¥ MemoryØ  Comparisonofclassmateswhotooknotesbycomputer

andbyhand:Handwritersexhibitedbettercomprehensionofthecontentandweremoreattentiveandinvolvedduringclassdiscussions(Peverly,2012).

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¥ WrittenExpression

Ø  Elementary-agestudentswhowrotecompositionsbyhandratherthanbykeyboardingwrotefaster,longerpieces,andexpressedmoreideas(Pressler,2008).

Ø  Learningthemechanicsofwritingatthesametimetheyarelearningtoexpresstheirthoughtsonpaperlinksthemechanicalandcreativeprocessesinachild’smind(Florey,2009).

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¤ Writingplacesgreaterdemandsoninternalworkingmemorythanreadingdoes.

¤ Writingexternalizescognition,makingthoughtvisibleviawrittenlanguage,tobecomeanobjectforreflectionandrepair(Berninger&Winn,2006;Fayol,1999).

¤ Asaresult,writersgainconsciousaccess—viawritingtowhattheyarethinkinginunconsciousimplicitmemory(Hayes&Flowers,1980).

ExecutiveFunctioningDemandsJugglingtheActofWriting

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 Noresearchevidenceclearlysupportseithermanuscriptorcursiveletterformationasbeingbetterthantheother.

 Bothmanuscriptprintingandcursivewritinghaveadvantages.

Manuscript,Cursive,orKeyboard?

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•  ResultsoflongitudinalresearchattheUniversityofWashingtonshowedthatindividualdifferencespredictedwhodidbestwithmanuscript,cursive,andkeyboarding.

•  Firstgraderswithlowhandwritingskillimprovedwhethertaughtcursiveorprinting.

•  Childrenwritemore,writefaster,andexpressmoreideaswhencomposingbyhandthanwhenkeyboardingingrades2to6.

AdditionalResearchFindingsUniversityofWashington(Berningeretal.)

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•  Childrenencountermorewrittenmaterialsinmanuscriptfontsthancursivefonts,whethertheyarereadinghardcopybooksandwrittentextsorviewingwrittenlanguageontheircomputermonitorsore-bookreaders.

•  Printingmanuscriptletterstransferstothekindsoflettersseeninbooksandonmonitors.

•  Despitesmallvariationsinletterformssharingthesamename,theseadvantagesincludelearningtorecognizeandwriteletters.

•  Brainimagingstudieshaveshownthat,duringearlychildhood,writinglettersimprovesletterrecognition.

Manuscript

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•  Increasesspeedofhandwriting• Reducesoccurrenceofreversalsinwriting• Providesmoreconsistencyinwheretobeginformationofeachletter

• Continuousstrokesencouragelinkingoflettersintolexicalunits—whichsupportsaccuratespelling.

• Linkedwithbrainfunctionsrelatedtoself-regulationandmentalorganization:“Cursivehelpsyouconnectthings”(Berninger).

• However,cursiveletterformationisonlyfunctionalafterithasbecomeautomatic,andautomaticitycomesonlywithsufficientpractice.

Cursive

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Keyboardingabilitiesareaffectedbyindividualdifferencesoccurringduringearlyandmiddlechildhoodandadolescence(Berninger):Ø  AbilitytotouchtypewithoutlookingatthekeysØ  NeedtolookatthekeyswhentypingØ  Useofjustonehandtofindandpressthekeys.u Theseindividualdifferencesmayberelatedto

myelinationinthefrontallobesthataffectsself-regulationofbehavior.

u Handsizemaybeafactor.

Keyboarding

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•  Fingersequencingmayplaydifferentrolesinperformingtheseriesofstrokesneededtotypeusingonehand,usingtwohands,ORusingallfingerstooperateakeyboard.

•  Usingakeyboardalsorequirescross-caseabstraction:Ø  Alllettersonastandardkeyboardareincapital

case,butwritershavetoproducewords,sentences,andtextcomposedmostlyoflower-caselettersexceptforinitialletterpositionorpropernouns.

Keyboarding

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•  Anadvantageforwritingbyhandwasobservedwhenstudentswerecomposingtext.

•  Whenthetaskwastowriteasinglesentence,nodifferenceswerefoundinaccuracyortimebetweenhandwritingandkeyboarding.

•  Conclusion:Advantageforwritingbyhandmayberelatedtosustainedwritingwhencomposingafirstdraft.

ComparativeResearch:WritingbyHandandKeyboarding

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•  Whenaskedtowritealphabetlettersinorder,keyboardinghadanadvantageoverhandwriting—perhapsbecauseittakeslesstimetofindandpresskeysthantoformlettersstrokebystroke.

•  However,brainresearchinFrance(Longcampetal.,2003)andtheUnitedStates(James&Gautier,2006)showsthatforminglettersstrokebystroke,ratherthanselectingandpressingkeys,enhancesperception,learning,andmemory.

•  Ourbrainsprogramthemselvesbyconstructingandactingontheworld—notjustbypassivelyreceivinginformation.





•  Theadvantageofhandwritingoverkeyboardingduringmiddlechildhoodevenedoutduringearlyadolescence.

•  Manuscript(printing),cursive,andkeyboardingshouldallbetaughttoallchildrensotheycanbecomemultilingualbyhandintheinformationage.

•  IntheInformationAge,moreattentionshouldbegiventodevelopinghybridwritersskilledinmultiplemodesofletterproductionforavarietyofwritingpurposes.


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MultilingualBy

Hand

HybridWriters

• Aschildrenlearntoformlegibleletters,thegoalofhandwritinginstructionisautomaticformationofletters—withminimalattentionandeffort—somentalresourcescanbedevotedtogeneratingthoughts,translatingthosethoughtsintowrittenspelling,sentencestructure,andorganizingtext.• SPEEDWILLDEVELOPASMOVEMENTSFORWRITINGBYHAND(LETTERFORMATION)ANDKEYBOARDING(TYPING)BECOMEAUTOMATIC.

• Thegoalistoprovideanautomatic,legibletoolthatenhancesallaspectsoflanguage.

GoalofHandwritingInstruction?AutomaticFunctionalUse

Handwriting(ManuscriptANDCursive)ANDKeyboarding

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Speedisnottheroadtosuccess.

Carefulpracticeistheroadtospeed.

Advicefromaverywiseteacher…BethH.Slingerland

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•  Availabilityofcomputershasnoteliminatedtheneedforaccurate,effortlesshandwritingandspelling.

•  Automaticrecognitionofprint,oroflettersonthekeyboard,requiresworkingmemoryforletterforms.

•  Writingingeneralhelpsbuildimportantneuralconnectionsinthebrain,helpingtobetterrememberwhateveristobewritten—buttypingdoesnotbuildtheseconnections.

KeyboardingNeedstoBeTaught

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IsWritingPrimarilyaMotorTask?WRITINGISAWRITTENLANGUAGEPROCESSVirginiaBerninger—UniversityofWA-Seattle

Non-motormentalprocessesinvolvedinhandwriting:Ø WorkingMemory—forstoringandprocessingletterformsinthe“mind’seye”(inner“eye”forviewingandanalyzinglettersandwrittenwordsaswereadandwrite)

Ø NamingLetters—auditory-kinestheticintegrationhelps“find”letterformanditslabelwithinlong-termmemory

Ø PlanningtoFormLetters—beforethemotorsystemwritesthemØ IncomingVisualandTouchSensoryInformation—aslettersareviewedwhilehandsandfingersmovetoformlettersonpaper

Ø OrthographicLoopofWorkingMemory—integrateslettersandwrittenwordsin“mind’seye”withsequentialhandandfingermovementsduringwriting




•  Oncechildrenhavebeenintroducedtoletterformation,theymustlearntoretrieveandproducelettersautomatically.

•  Handwritingautomaticityisastrongpredictorofthequalityofcompositioninnormallydevelopinganddisabledwriters.

•  Ifletterproductionisautomatic,memoryspaceisfreedupforhigherlevelcomposingprocesses,suchasdecidingwhattowriteabout,whattosay,andhowtosayit.

•  TheintactnessoffinemotorskillsaloneDOESNOTACCOUNTFORHANDWRITINGPROBLEMSASMUCHASTHEABILITYTOCODEANIDENTIFIEDLANGUAGESYMBOL(ALETTER)INMEMORY.

HANDWRITINGISAWRITTENLANGUAGEPROCESSHANDWRITINGAUTOMATICITY

VirginiaBerninger—UniversityofWA-Seattle

“Fromourstudies,extendingoverthepast10years,wehavesofarbeenabletorecognizeonlyonefactorwhichiscommontotheentiregroupandthatisdifficultyinrepicturingorrebuildingintheorderofpresentation,sequencesofletters,ofsounds,orofunitsofmovement.”

visualèauditoryèkinesthetic-motor(speech&writing)

TeachingHandwritingtoStudentswithDyslexiaandDysgraphia:SomeHistory

Dr.SamuelTorreyOrtonReading,WritingandSpeechProblemsinChildren(1937)

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—linkagesbetweenandamong —sensorypathways:

§  Simultaneousmultisensoryteachingandlearning:linkingvisual,auditory,andkinesthetic-motor

§  Associationofthelettersthattheeyesareseeingandtheearsarehearingwiththefeelofsoundproduction(speech)andletterproduction(writing)—

PrinciplesofInstructionBasedonOrton’sResearchForTeachingHandwriting




 Theprocessoflearningtowritedependsinitiallyuponlearningtorecognizethegraphicformsofeveryletter.

 Writingencompassessimultaneousproductionofmultipleprocesses:ª Spatialorganizationª Marginsª Sequenceofmovementsforformingeachletterª Punctuationª Capitalizationª Spellingª Vocabularyª Syntax-Grammar

 Writingdemandssufficientworkingmemorytoenablethestudenttorememberandtothinkatthesametime.

WhatDoesItTaketoLearntoWrite???

  Luria:Writingoccursthroughachainofisolatedmotorimpulses,andeachimpulseisresponsibleforonlyoneelementofthegraphicstructure.Withpractice,thisstructureoftheprocessisradicallyaltered,andwritingisconvertedintoasingle“kineticmelody.”

 Formationofeachindividualletterconsistsofauniquesequenceofmovementsthatdefinesitandmakesitdifferentfromeveryotherletterform.

 Teachingoneway(aspecificsequenceofmovements)toformeachindividualletter—andformingtheletterthesamewayeverytimeitiswritten—supportsprogresstowardautomaticletterformation—thegoaloflearningtowritebyhand.

 Handwritingisnotfunctionaluntilithasbecomeautomatic. Keyboardingisnotfullyfunctionaluntilitispossibletotype

withoutlookingatthekeys.

GoalèAutomaticityè“KineticMelody”(Luria)

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 Learningtowriteisnotaphenomenallearning.Writingmustbetaught.Learningtowriterequiresinstruction.

 HandwritingshouldNOTbetaughtinisolation—butintegratedthroughoutthedailyStructuredLiteracyteachingformat—fromskillstofunctionaluse.

 "Whatourresearchandotherpeople'sresearchisshowingis,startingaroundkindergarten,firstgrade,kidsreallydobestwhenyouintegratewritingwiththereading”…(VirginiaBerninger)

 Beginwithhandwritingandspellinginstructionandhavethemusebothfunctionallythroughguidedtargetedpracticeandastheyputtheirownideasonpaper

WhatDoesItTaketoLearntoWrite???

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LEARNING TO WRITE 1.  Learning new letters 2.  Practicing letters newly learned 3.  Review of letters previously learned 4.  Teaching and Practicing letter connections (Cursive)

AUDITORY VISUAL A. Phoneme-Grapheme Practice

Auditory ➲ Visual = Phoneme ➲ Grapheme

B. Encoding (segmentation)

C. Spelling 1.  Base Elements + Affixes 2.  Unpredictable Words 3.  Phrases—Sentences—Paragraphs

D. Dictation E. GOAL: Independent Writing

A. Grapheme-Phoneme Practice Visual ➲ Auditory = Grapheme ➲ Phoneme

B. Decoding (blending)

C. Preparation for Reading (Pre-Teaching Vocabulary and Syntax—words, phrases, grammar, punctuation, etc.)

D. Reading Connected Text (Structured Reading ➲ Studying)

E. GOAL: Independent Reading

A **Sample for Illustration

Basic Daily Lesson Plan Format➲INTEGRATED Structured Literacy Lesson

Slingerland® Multisensory Structured Language Approach

Ø Kinestheticmemoryistheearliest,strongestandmostreliableformofmemory.

Ø GrossMotorMovement§  WholeArm§  StraightWrist§  WritinginAir

Ø TracingaModel—largeenoughtoensurewholearmmovementduringtracing

Ø Usingwordstotellarm/handhowtoformletterØ Uniquesequenceofmovementsforformationofeachletter

Ø Namingeachletterasitisformed

DirectExplicitHandwritingInstruction

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Ø BothfeetflatonthefloorØ Bothhandsonthedesk

§ Writinghandholdingthepencil

§ Non-writinghandanchoringthepaperduringwriting

Ø BackstraightØ SlightforwardleanØ Deskclear

OptimumSittingPositionforWriting

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AppropriatePencilGrip…

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TRIPODPENCILGRIPèPINCH-REST-LEANWHATADIFFERENCEAPENCILGRIPCANMAKE

ReducesfatigueandstrainonthehandEncouragesfluent,ratherthanjerkywriting

Pavestheroadtoautomaticity

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...aworkinprogress...PRACTICEMAKESPERMANENT

(“sortof”tothetuneof“GodBlessAmerica”)

Practicemakespermanent,dayafterday.WithyourPENCILgripandyourPAPERslantAndtheLETtersyouPLAN,write,andsay.WithyourFEETflatandyourBACKstraight,

AndyourPINCH,rest,andlean.ThegoalisforyourWRI-ting.Toreachau-to-ma-TIC-ity.

 Slantedforcursiveletterformation§ Left-HandedWritersèleftcornerup*§ Right-HandedWritersèrightcornerup*

 Straightformanuscriptletterformation

*Canputstripoftapeondesktoremindstudentofslantposition

PaperPosition

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 Whenteachingindividualletterformation,beginwithpaperthatensureslargemotormovementsduringtracing.

 Asstudentsprogresstowardautomaticity,papersize—andwidthoflines—maybereduced.

 RememberèKinesthetic(muscle)memoryistheearliest,strongestandmostreliableformofmemory.

PaperSizeandLines

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TeachingaNewLetter Learning to Write 2a

I. Learning New Letters

1. Name letter. T: Shows wall card. Places hand under lower case letter. Names letter. S: Names the letter (each student in the class)

2. Show how to form letter. T: Forms large letter on the board, naming letter as it is formed,

verbally stressing difficult parts. S: Tells how to form letter as teacher writes on board (no fwas)*.

SSS-TT-2011 NCW

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u Thenameofaletterisitsmoststableproperty.

u Theshapeofalettermaychange[e.g.,upper-lowercaseforms,cursive-manuscript].

u Thespeechsoundrepresentedbythatlettermayvary[e.g.,longorshortvowelsound,hardorsoftcorg].

ImportanceofLetterNames

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TeachingaNewLetter2b-OPTIONAL

Learning to Write I. Learning New Letters

OPTIONAL 3. Several students trace at board (optional as needed) T: Makes several patterns on the board. S: Tells how to form letter while teacher traces one letter pattern

on board (no fwas)*. AS NEEDED: Individual students—one at a time—trace patterns on board.

OPTIONAL 4. Permanent Pattern (optional as needed)

-FINGERS T: Gives individual prepared, permanent patterns. C: Traces and names, using two fingers. -BLUNT END OF PENCIL C: Traces and names, using blunt end of pencil.

SSS-TT-2011 NCW

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TeachingaNewLetter

Learning to Write 2c I. Learning New Letters 5. Expendable Pattern T: Gives expendable pattern to each student.

(3-fold/1 writing (wr) line/175-01 paper)

A. Trace S/C: Traces, naming letter, while using -Two fingers -Blunt end -Lead end

B. Copy S/C: Marks baseline. Plans while naming using two fingers, blunt end, lead end. S/C: Copies, then traces teacher's pattern, until teacher corrects. T: Checks and corrects each student's letter as needed S/C: Traces, naming. C. Write from Memory

S/C: Folds paper over, covering first two sections, marks baseline, plans (fingers, blunt end).

S/C: Writes from memory. T: Corrects, if needed. S/C: Traces, naming. S/C: Writes from memory. S/C: Writes from memory. C: Traces, naming.

DRAW DIAGRAM OF PAPER WITH ALL LINES/FOLDS AND SAMPLE LETTER PATTERN.

____________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _

____________________ ____________________ ____

SSS-TT-2011 NCW

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Teachinganewletter:1writinglineexpendablepattern

PracticingLettersNewlyLearnedLearning to Write 3

II. Practicing Letters after Teaching (LIST OF NEW, OR DIFFICULT, LETTERS TO BE PRACTICED)

(back of 3-fold/1 writing (wr) line/175-01 paper with pattern)

C: Turns paper over. T: Names letter. S: (1) Tells teacher how to write letter on board while fwas OR (2) Forms letter in air (fwas), naming. C: Marks baseline; plans while naming using two fingers, blunt end of pencil. C: Writes letter, naming. T: Corrects, if necessary. C: Traces and names letter.

T: Repeats above with a different letter for each of the two remaining spaces.

SSS-TT-2011 NCW

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Reviewofletterspreviouslylearned III. Reviewing Letters (LIST OF SINGLE LETTERS TO BE REVIEWED) 4a

Indicate Progression: #1 #2 #3 #4. (6-fold/2 writing lines/200-02 paper) 1. Progression #1

T: Names letter. S: Tells teacher how to form letter while fwas. T: Forms on board as instructed by student. C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces and names.

2. Progression #2 T: Names letter. S: Fwas, naming. C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces, naming.

3. Progression #3 T: Names letter. C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces, naming.

4. Progression #4 T: Names letter. C: Plans, writes on paper, naming; proofreads. T: Checks if needed. T/S: Corrects if necessary. C: Traces, naming.

SSS-TT-2011 NCW

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_x____________________________________

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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _

_x____________________________________

______________________________________

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ReviewofletterspreviouslylearnedTeachingandPracticingletterconnections(Cursive)TeachingandPracticinglettersequences(Manuscript)

IV. Teaching Cursive Letter Connections (LIST OF CURSIVE LETTER CONNECTIONS) Indicate Progression: #1 #2 #3 #4. __6-fold/2 writing lines/200-02 paper

Use expendable patterns to teach difficult connections. 1. Progression #1

T: Names letters. S: Tells teacher how to form letters while fwas. T: Forms on board as instructed by student (models planning). C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces and names.

2. Progression #2 T: Names letters. S: Fwas, naming. C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces, naming.

3. Progression #3 T: Names letters. C: Fwas, naming; plans, writes on paper, naming; proofreads. T: Corrects. C: Traces, naming.

4. Progression #4 T: Names letters. C: Plans, writes, naming; proofreads. T: Checks, if needed.

T/S: Corrects if necessary. C: Traces, naming.

4b

SSS-TT-2012 NCW

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_x____________________________________

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_x____________________________________

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Reviewofletterspreviouslylearned:2writinglinesTeachingandPracticingletterconnections(Cursive)TeachingandPracticinglettersequences(Manuscript)






u “Anactisnotproperlylearnedaslongasitrequiresvisualsupervision.Anoarsmancanrowaswellinthedark.Hedoesnotneedtolookattheoars.Hismusclesdirecthim.”—Unknown

u  “AsIwrite,mymindisnotpreoccupiedwithhowmyfingersformtheletters;myattentionisfixedsimplyonthethoughtthewordsexpress.Buttherewasatimewhentheformationoftheletters,aseachonewaswritten,wouldhaveoccupiedmywholeattention.”—SirCharlesSherrington,1906

u Securemotorpatternseventuallyallowhandwritingtobecomesuchahabitualskillthatthemindisfreetothinkwhilethearmandhandautomaticallyproducethewordschosenbythemind.”—Getman,1984

PracticeMakesPermanent




•  Kinestheticmemoryistheearliest,strongestandmostreliableformofmemory.

•  Speedisnottheroadtosuccess.Carefulpracticeistheroadtospeed.

TwoVERYBIGIdeastoRemember

61

Ø Studentsneedtobeabletocopyaccurately.Ø Teachcopyingdirectly,explicitly,andsystematicallyjustasotherskillsaredirectlytaught.*

Ø Progressfromthesimpletothecomplex.Ø Provideampletimeforguidedpracticefollowedbyindependentpractice.

Ø Buildaccountabilityforaccurate,efficientcopying.

CopyingIsImportantCopyingNeedstoBeTaught

GOAL➨AUTOMATICITY➨INDEPENDENCE♦fromteachermodeling➨guidedpractice➨toindependentfunctionaluse♦

1.Teacherdemonstrates,verbalizingeachstep.

2.Individualstudentspracticewithguidance,verbalizing.

3.Class(orgroup)practiceswithguidance,verbalizingasneeded.

4.Studentspracticeindependently.

5.INDEPENDENCEINFUNCTIONALUSE

TeachingaNewConcept:FiveSteps

BethSlingerland

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FocusLesson

GuidedInstruction

Idoit

Wedoit

YoudoittogetherCollaborative

Independent Youdoitalone

TEACHERRESPONSIBILITY

STUDENTRESPONSIBILITY

Fisher&Frey

AStructureforInstructionthatWorks

ProvenEffectivenesswithaModernLabel??“GradualReleaseofResponsibility”(Fisher&Frey)

MultisensoryStructuredLanguageInstruction

StructuredLiteracyu PresentinformationtostudentssotheySEEit,SAYit,

HEARit,andFEELit(whenWRITINGandSPEAKING).u Thesesystematicmultisensorystrategiesfostertheautomaticassociationofvisual,auditoryandkinestheticinputsothatstudentsarecreatingnecessaryauditory-visual,visual-auditory,andauditory-visual-kinestheticassociationsregardlessofthemodalitythatcarriestheinitialstimulus(visual→readingORauditory→spellingandwrittenexpression).

u Everylanguagetaskrequirestheassociation,orintegration,ofatleasttwomodalities.

MultisensoryStructuredLanguageInstruction

StructuredLiteracyu TheMSLIteacherplanslessonsforgroupsbasedonthe

individualneedsofallstudentswithinthegroup.

u Theteacherguidesstudentsastheypractice—neverassuming—butconstantlymovingaroundtheclassroomtopreventerrors,clarifyconfusion,andensuresuccess.

u MSLIincludestheteachingoflanguagestructureatalllevelsbeginningalwayswiththesimplestandsmallestunit(aletter)andprogressingsystematicallytowords,wordswithaffixes,phrases,sentences,paragraphs—unitsofconcept.

u Everylessonbeginswithskillsinstructionandprogressestofunctionaluseofskillsathigherandhigherlevels.




NormalLanguageAcquisition

Alllanguagerequirestheintegrationofatleasttwomodalities…

§  Silentreading§  Copying§ Oralreading§  Speaking

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Symmetry, Reading, and Neuronal Recycling Do people with dyslexia see things backwards?

Dehaene—2009 u Most properties within the visual circuits of

children’s brains are useful for reading—but one is detrimental: generalization across mirror images.

u This ancient property explains why most children make reversal errors when they begin learning to read and write. ² They see the letters <b> and <d> as though they

were the same object viewed from two different angles or perspectives. Tiger analogy.

u Letter discrimination makes it necessary to “unlearn” this spontaneous competence for mirror-image generalization. 69




§ Peoplewithdyslexiahavedifficultyrememberinglabelsassociatedwithspecificlettersthatarevisuallysimilar.

§ PoordecodingstrategiesèRelianceonvisualmemoryforhowwordslook.

• Theyoftenguesstheincorrectlabelforagroupoflettersthatappearvisuallysimilar.

• visualèauditory(verbal)integration

PeoplewithDyslexia

DoNotSeeLettersBackwards

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Reading and Writing and Reversals Reading in the Brain:

The New Science of How We Read (p. 264) Stanislas Dehaene

•  "Mirror writing occurs in all cultures, including China and Japan.

•  It appears for a short period of time at the age when children first begin to write, and then promptly vanishes.”

•  Unless this phenomenon extends beyond first or second grade, there is no cause for alarm.

•  At later ages, reversals are indeed more frequent in children with dyslexia…and intervention is generally required to eliminate them.

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Whatmakeslearningstick?…

§ PracticeMakesPermanent

§  BecertainthatwhatyoupracticeISwhatyouwanttobecomepermanent. -JoyceSteeves




GrowthoftheLanguageCortex:frombirthtosixyears

FromInsidetheBrainbyGeorgeOjemann

73

73

AnitaArcher…

DRILL ➲ SKILL ➲ THRILL

74

VerbalizedExpression

Understanding

andSpeaking

Reading

Written

Expression

Complete

Auditory-Visual-KinestheticLanguage

Functionfor

OralLanguageReading

WrittenExpression

DevelopmentofNormallyAcquiredLanguageFunction

BethSlingerland

75

CompleteAuditory-Visual-KinestheticLanguageFunctionèA-V-K




LanguageProcessing:tangentiallearningmodel

VISUALAUDITORY

76

KINESTHETIC

SimultaneousMultisensoryLanguageProcessing:IntegratedLearningModel—SLINGERLAND

VISUALAUDITORY

KINESTHETIC

77


















KinestheticHelpingeachstudentdevelopawareness:

§  Theoral-motormovementforpronunciationofeachphoneme—uniquesequenceofmovements

§  Thesequenceofhandmovementsforformationofeachletterofthealphabet—uniquesequenceofmovements

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FromSkillstoFunctionalUse

FunctionalUseAUDITORY

C.   SPELLING“earspan”

who/what/when/where/why/how• Punctuation• Vocabulary • Rhythm • Phrases • Clauses • Grammar• ConceptMarkers

VISUALC.PREPARATIONFORREADING

“eyespan”who/what/when/

where/why/how• Punctuation• Vocabulary • Rhythm • Phrases • Clauses • Grammar • ConceptMarkers




Pre-TrialDiversionStudentsMENTORCOURTPROJECTSANFRANCISCOSUPERIORCOURT

•  STUDENTS:•  youngadults18to24years

•  INSTRUCTIONALAPPROACH:•  SlingerlandMultisensoryStructuredLanguage

Approach•  INSTRUCTIONALFORMAT:

•  smallgroupof6students•  INTENSITYANDDURATIONOFINSTRUCTION:

•  12months@2hoursofinstructionperweek82

•  “Handwritingpresentsthebiggestbarrierstudentsmustovercomeinlearningtowrite.

•  Thefocusedthoughtthatyoungwritersmustputintohowtoformlettersinterfereswithotherwritingprocesses.”

ThePerilsofEffortfulLetterFormation

VirginiaBerninger—UniversityofWA-Seattle

AnotherBigIdeaforaPartingThought

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References

Berninger, V.W. (March 2013). Educating Students in the Computer Age to Be Multilingual by Hand. Commentaries (National Association of State Boards of Education). 19 (1).

Berninger, V.W. (May-June 2012). Strengthening the Mind’s Eye: The Case for Continued Handwriting Instruction in the 21st Century. Principal. 28-31.

Berninger, V. Abbott, R., Jones, J., Wolf, B., Gould, L., Anderson-Youngstrom, M., Shimada, S., & Apel, K. (2006). Early development of language by hand: Composing-, reading-, listening-, and speaking- connections, three letter writing modes, and fast mapping in spelling. Developmental Neuropsychology, 29, 61-92.

Berninger, V., & Richards, T. (2002). Brain literacy for educators and psychologists. New York: Academic Press.

Berninger, V., Whitaker, D., Feng, Y., Swanson, H.L., & Abbott, R. (1996). Assessment of planning, translating, and revising in junior high writers. Journal of School Psychology, 34, 23-52.

Berninger, V., & Winn, W. (2006). Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 96-114). New York: Guilford.




Berninger, V., Winn, W., Stock, P., Abbott, R., Eschen, K., Lin, C. et al. (2008). Tier 3 specialized writing instruction for students with dyslexia. Reading and Writing. An Interdisciplinary Journal, 21, 95-129. Printed Springer On Line. May 15, 2007.

Berninger, V., & Wolf, B. (2015) Teaching Students with Dyslexia, Dysgraphia, OWL LD, and Dyscalculia, Second Edition 2nd Edition.Baltimore: Paul H. Brookes.

Fayol, M. (1999). From on-line management problems to strategies in written composition. In M. Torrance & G. Jeffery (Ed.), The cognitive demands of writing (pp. 13-23). Amsterdam: Amsterdam University Press.

Florey. K. (2009) Script and Scribble: The Rise and Fall of Handwriting. Brooklyn, NY: Melville House.

Hayes, L. & Flowers, J. (Dec., 1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32, 365-387: National Council of Teachers of English

James, K.H. & Gauthier, I. (2006) Letter processing automatically recruits a sensory-motor brain network. Neuropsychologia. 44(14):2937-49. Epub 2006 Aug 22.

King, D. (2005). Keyboarding Skills (2nd Edition). Cambridge. MA: Educators Publishing Service.

Longcamp, M., et al. (2003). Visual presentation of single letters activates a premotor area involved in writing Institute for Physiological and Cognitive Neurosciences, CNRS, 31 Marseille, France.

National Association of State Boards of Education (NASBE) Commentaries: http://www.nasbe.org/wp-content/uploads/PU_HandwritingDebate9_12.pdf Peverly, S. (January 23, 2012). The Relationship of Transcription Speed and Other

Cognitive Variables to Note-Taking and Test Performance. Presentation at Handwriting in the 21st Century? An Educational Summit (Washington, DC).

Pressler, M.W. (October 10, 2006). The Handwriting Is on the Wall. Washington Post. www.washington-post.com/wp-dyn/content/article/2006/10/10/AR2006101001475.html.

Sheffield, B. (1996). Handwriting: A Neglected Cornerstone of Literacy. Annals of Dyslexia. Vol. 46.

Wolf, B. and V. Berninger, V., in J. Birsh & S. Carreker. (Ed.). (2018). Multisensory Teaching of Basic Language Skills. Baltimore-4th Edition (in press). MD: Paul H. Brookes Publishing Co.

Zaner-Bloser Editors (2012). Handwriting Research Impact on the Brain and Literacy Development.

http://shop.zaner-bloser.com/p-3378-handwriting-research-impact-on-the-brain-and-literacy-development.aspx.

Website—References

87

§  www.interdys.org TheInternationalDyslexiaAssociation§  www.slingerland.org

SlingerlandInstituteforLiteracy---ProvidesteachertrainingusingtheSlingerland®MultisensoryStructuredLanguageApproach—asimultaneous,multisensory,structuredlanguageapproachforteachinglanguageartstostudentswithdyslexiaintheclassroom,insmallgroups,andindividually.

§  www.imslec.orgInternationalMultisensoryStructuredLanguageEducationCouncil(IMSLEC)—Establishescriteria,evaluates,andaccreditsqualitytrainingcoursesfortheprofessionalpreparationofmultisensorystructuredlanguageeducationspecialists(cliniciansandteacher)s.

§  www.altaread.orgAcademicLanguageTherapyAssociation(ALTA)—Certifiesindividualstrainedintheremediationofwrittenlanguageskills;anationalprofessionalmemberorganization.

§  www.allianceaccreditation.orgAllianceforAccreditationandCertification(Alliance)—Promotesstandardsforqualityprofessionalpreparation;aunitedassociationoforganizationsconcernedwiththeaccreditationofMultisensoryStructuredLanguageEducation(MSLE)trainingcoursesandthecertificationofgraduatesofthesecourses.

§ www.ncld.orgNationalCenterforLearningDisabilities(NCLD)—Connectsparentsandotherswithessentialresources,provideseducatorswith evidence-basedtools,andengagesadvocatesinpublicpolicyinitiatives.

§ www.dyslexia.yale.eduYaleCenterforDyslexiaandCreativity(NCLD)—Advocacyandpublicpolicy.§ www.dyslexiafoundation.orgDyslexiaFoundation(TDF)—Advancingscienceandtranslation;teachertraining.




MoreReferences:ResearchonHandwriting•  Teaching Manuscript in Multi-Leveled, Structured Language Lessons in Grades 1 to 2

•Wolf, B., Berninger, V., & Abbott, R (2016, July 23 on-line). Effective beginning handwriting instruction: Multimodal, consistent format for 2years, and linked to spelling and composing. Reading and Writing. An Interdisciplinary Journal, pp.1-19. DOI: 10.1007/s11145-016-9674-4 NIHMS 805554 Available as ‘Online First’ http://link.springer.com/article/10.1007/s11145-016-9674-4

•  Unique Contributions in Cursive in Grades 4 and above •Alstad, Z.., Sanders, E., Abbott, R., Barnett, A., Hendersen, S., Connelly, V., & Berninger, V. (2015). Modes of alphabet letter production during middle childhood and adolescence: Interrelationships with each other and other writing skills.Journal of Writing Research, 6(3), 199-231. http://www.jowr.org/next.htmlhttp://dx.doi.org/10.17239/jowr-2015.06.03.1

•  Benefits of Teaching Touch Typing in Grades 4 and above • #644747: NIHMS644747 [NCBI tracking system #16689920] •Thompson, R., Tanimoto, S, Abbott, R., Nielsen, K., Geselowitz, K., Lyman, R., Habermann, K., Mickail, T., Raskind, M., Peverly, S. Nagy, W., and Berninger, V.(July 19, 2016 on line).Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities. Assistive Technology Journal. DOI: 10.1080/10400435.2016.1199066

•  Link for on line published paper: http://dx.doi.org/10.1080/10400435.2016.1199066 http://www.tandfonline.com/doi/full/10.1080/10400435.2016.1199066

References:ResearchonHandwriting

•  Richards, T., Peverly, S., Wolf, A., Abbott, R., Tanimoto, S., Thompson, R., and Berninger, • Sosic-Vasic, Z. & Spitzer, M. (2016, July 22 on line). Idea units in notes and summaries for read

texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings. Trends in Neuroscience and Education. http://www.journals.elsevier.com/trends-in-neuroscience-and-education/

Teaching Students with SLDs in Inclusive Settings Using Evidence-Based Practices •  Berninger, V., & Wolf, B. (2016). Dyslexia, dysgraphia, OWL LD, and dyscalculia: Lessons from

teaching and science, Second Edition.Baltimore: Paul H. Brookes. Also available as e-book. •  Berninger, V., & Wolf, B. (2016). Dyslexia, dysgraphia, OWL LD, and dyscalculia: Lessons from

teaching and science, Second Edition.Baltimore: Paul H. Brookes. Also available as e-book. Brain Bases of Diverse SLDs •  1. Richards, T.L, Grabowksi, T., Askren, K., Boord, P., Yagle, K.,Mestre, Z., Robinson, O., Welker,

D. Gulliford, V, Nagy, W., & Berninger, V. (2015, posted on line March 28). Contrasting brain patterns of writing-related DTI parameters, fMRI connectivity, and DTI-fMRI connectivity correlations in children with and without dysgraphia or dyslexia NeuroimageClinical. http://link.springer.com/article/10.1007/s11145-015-9565-0

•  10.1016/j.nicl.2015.03.018 NIHMS695386 PMC 4473717 •  http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4473717 •  2. Berninger, V., Richards, T., & Abbott, R. (2015, published on line April 21, 2015).Differential

diagnosis of dysgraphia, dyslexia, and OWL LD: Behavioral and neuroimaging evidence. Reading and Writing. An Interdisciplinary Journal, 28, 1119-1153. doi:10.1007/s11145-015-9565-0 A2 contains supplementary material available to authorized users: NIHMS683238 PublID 2615-04-21_0002 PMC ID # forthcoming

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Benefits of Handwriting for Note-Taking at the Brain Level of Analysis

Knowyourstuff!

Knowledgeoflanguageisessentialforteachersofstudentswithdyslexia.

-LouisaMoats,Ed.D.

§ Knowyourstuff.§ Knowwhomyou’restuffing.§ Stuffeveryminuteofeverylesson.

-coinedbyaFloridateacherquotedbyDr.JosephTorgesen-

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