Spelling difficulties can be enduring in individuals with reading disabilities, sometimes even after reading has been successfully remediated. Addressing spelling difficulties is important, because poor spelling can hamper writing and can convey a negative impression even when the content of the writing is excellent.
Few people-either children or adults-would describe writing as a very easy process that they complete without much effort. Even highly skilled professional writers speak to the demanding and complex mix of composition and self-regulatory abilities involved in writing.
A common teaching technique is to have the students write information to reinforce the material. For example, spelling programs often encourage students to write each spelling word five times or 20 times. For many students, the kinesthetic process of writing reinforces what is to be learned.
Eli, a young boy, tells us what it is like to have dysgraphia. Regina Richards, a well-known expert on dysgraphia (and Eli’s mom), explains how to help children who struggle with the challenges Eli describes. Practical techniques discussed include POWER: Prepare, Organize, Write, Edit, Revise.
Do your students have trouble taking notes? Learn techniques to help them such as abbreviations, column style notetaking, and a visual style of taking notes called webbing.
After a long period of neglect in education, attention to teaching handwriting in the primary grades may finally be returning. This attention can benefit many youngsters, including those with learning disabilities (LDs) involving handwriting, which may accompany reading disabilities, writing disabilities, nonverbal learning disabilities, and attention deficit hyperactivity disorder.
Teach your students to avoid the avoidance of writing. Learn how to lead them down the path of enthusiasm and self-confidence about writing through research-proven strategies.
