SPED 780 Class 7 Writing Disabilities/Intro to Behavior Judith Mack, MSEd , MSW
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Transcript of SPED 780 Class 7 Writing Disabilities/Intro to Behavior Judith Mack, MSEd , MSW
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SPED 780
Class 7
Writing Disabilities/Intro to Behavior
Judith Mack, MSEd, MSW
Adjunct Professor
Department of Special Education
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Agenda
• Group presentation 20min
• Debrief online class 5
• Writing disabilities lecture 20
• Writing activity 10
• Vocabulary Centers 40
• Debrief-Discuss 15
• Synthesizing what we have learned about Reading and Writing (small groups) 20
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Writing
• Handwriting
• Spelling/Vocabulary
• Composition
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What Handwriting Problems Do Students
Experience?• Dysgraphia is a written language disorder
involving the mechanical writing skill.
• Problems with letter formation• Include malformation of letters, poor spacing, and
extremely slow writing
• Problems with fluency• Slow, labored handwriting may have negative effects
on performance in other areas of written expression.
• Handwriting problems are often associated with other problems, especially in spelling and composition.
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How Is Handwriting Performance Assessed?
• Experienced teachers can readily recognize poor handwriting, so formal tests are not essential.
• Planning handwriting instruction• It is important that students with handwriting
problems keep writing.
• Monitoring handwriting progress• Teachers can use curriculum-based
assessment to evaluate both the legibility and the speed of handwriting.
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What Interventions Can Help with Handwriting Difficulties?
• The fundamental question of whether to teach manuscript or cursive has yet to be resolved.
• Effective teaching practices in handwriting emphasize teacher modeling and student practice.
• Reinforcement and self-instruction training are other effective practices.
• Tracing
• Assistive Technology
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What Spelling Problems Do Students Experience?
• Because the English language appears irregular in its spellings, it is difficult to learn to spell.
• There are 251 different spellings for the 44 sounds of English.
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Spelling Errors and Effectsof Spelling Problems
• Most misspellings are phonetically acceptable, made in the middle of words, and involve alterations of a single phoneme.
• Difficulty with consonant clusters.
• Difficulty segmenting words into consonant clusters.
• Students who have substantial spelling problems can be expected to have difficulties in reading, in part, because of difficulties with phonemic awareness.
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How Is Spelling Performance Assessed?
• The three basic methods used to determine the status of a student’s spelling skills are:• Dictation• Connected writing• Recognition
• Most standardized achievement batteries include measures of spelling skills.
• Teachers sometimes analyze spelling errors for consistent patterns in student’s mistakes.
• Informal spelling inventories and monitoring spelling progress (curriculum-based assessment) are two instructional methods.
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What Interventions Help Students’Spelling Difficulties?
LESS EFFECTIVE MORE EFFECTIVE
Memorization
Presenting words in sentences or paragraphs
Using the study-test method
Ignoring errors
Presenting extensive lists of words to be learned each week
Having students devise their own methods of studying
Treating spelling as uninteresting and unimportant
Learning phoneme/grapheme correspondencePresenting words in lists
Using the test-study-test method
Requiring students to practice mistaken words, pointing out mistakes
Using brief lists of only 3 words per day
Providing specific strategies for studying, including peer tutoring
Rewarding achievement, using spelling games
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Developmental Interventionsand Remedial Interventions
• For best results, teachers should:• Teach spelling skills directly• Include only a few spelling words a day• Provide distributed practices• Teach for generalization• Promote self-correction
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Types of Spelling Words
• Regular words: cat
• High-frequency less regular words: said
• Homophonous words: they’re, there, their
• Demon words: misspell
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What about Vocabulary?
Stages of Word Learning:
1.I never saw it before.
2.I’ve heard of it, but I don’t know what it means.
3.I recognize it in context – it has something to do with…
4.I know it.
Practice
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Writing Activity
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Words Their Way Core Principles
1. Use assessments to guide “just right” instruction
2. Follow a continuum of support
3. Actively involve students with high-level thinking
4. Provide multiple opportunities across contexts
5. Engage your students
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3 Level Framework for Choosing Words to
Teach• Words Not to Teach • Words your students already know• Words that do not serve your lesson objectives • When in doubt, stick with no more than 8-10 words per
week
• Foot-in-the-Door Words• May be either content-specific or core academic words• Do not require deep knowledge, rather basic
understanding
• Deep knowledge words:• Essential for understanding text or overall lesson or unit• Or they are high-utility words that students will see in
newspapers or magazines
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Words Their Way
• Developmental stages
• Instruction linked to assessment
• Word sorts, group activities, games
• Some teacher-led, some independent
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Effective Teaching Procedures
• In addition to those practices listed in Table 13.2, teachers can use these five techniques:• Test-study-test• Practice procedures• Time delay• Morphographic spelling• Add-a-word
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What Composition Problems Do Students Experience?
• Research results indicate that students with learning disabilities are more likely to have difficulty with:• Basic writing skills• Planning, organizing paragraphs, and revising• Thematic maturity and sentence complexity• Word usage, style, and vocabulary• Incorporation of important elements
• Problems with reading, spelling, and handwriting are related to difficulties with composition.
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How Is Composition Performance Assessed?
• Screening• Screening for writing disabilities is difficult because many
students other than those with learning disabilities write poorly
• Planning composition instruction• Requires detailed information about students’ writing skills• The PSLT and TOWL are two norm-referenced instruments
that require students to compose writing samples
• Monitoring progress in composition• Can be easily done by regularly sampling students’ writing
and comparing samples taken at different times
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What Interventions Help Students
with Composition Difficulties?• Teachers should encourage expression, but the
fundamental aspects of writing must not be disregarded.
• Many authorities recommend students learn to write simply by extensive practice in writing.• Students should plan, write, edit, and revise.
• One remedial intervention developed for students with writing problems or learning disabilities is called Expressive Writing.
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Effective Teaching Procedures
• Self-regulated strategy development
• Learning strategy interventions
• Explicit teaching of the steps in the writing process
• Explicit teaching of the conventions of a writing genre
• Guided feedback
• Reinforcement
• Story grammar
• Cognitive-behavioral techniques
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Text Structure
• Narrative vs. Expository
• Types of expository• Description• Sequence• Compare/Contrast• Problem/Solution• Cause/Effect
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Planning Sheet for Compare-and-Contrast Essays
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Vocabulary Centers
Groups of 5
4 Centers
Complete the activity at your station-about 15 minutes
Change centers
Debrief
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Reading and Writing
Small groups
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For Tomorrow
Bring Hallahan book to class
Reading:
•Required: • Hallahan, Chapter 7• Swanson
•Recommended: • Huntington