Understanding and helping learners with problems in written expression

Rosemary TannockPeter Chaban

CANADAUnderstanding and helping learners with problems in written expressionWhy worry about written expression?Communication in writing is critical for academic success & everyday functioning

Educators often rely on the learners written product to assess their learning/knowledge across the curriculumInclusion in youth culture (text messaging)

Adult life requires basic writing skills Signing nameDemands of the workplace

Learning to Talk is Different Than Learning to WriteSpeakingWritingSocial, informalListener is presenta social interaction between cooperative, partners.

Co-construct meaning in the here-and-now

Solitary, formalizedReader is absentA solitary activity in which the writer aims to communicate his/her intended meaningReader reconstructs meaning- later

3The audience is more concerned with evaluating the product rather than helping improve it.

Writing is not the mirror image of readingCompetent readers do not necessarily become competent writers.In addition to recognizing letters automatically, one must learn to produce letters automatically.Learning to spell is more complicated than learning to read. There are many more speech- to- sound variations than letter-to-sound variations.Putting ideas in writing is a more complex task than putting ideas into words. Children with difficulties in speech and language are at higher risk for writing disabilities.

Writing is not the mirror image of readingReading is Language by Eye

Writing is Language by Hand

Virginia Berninger et al (2002) J Learning DisabilitiesTwo major components of writingCommon Behaviors of Learners with Writing DifficultiesLack of any writing behavior blank page!Slow & effortful transcriptionStruggle with mechanics of writing slow formation of letters, slow & poor spelling, lack of capitalization, punctuationMinimal or no planningShort sentences; strings of unrelated sentences, not in logical orderMinimal or no attempts at revision; revision tends focus on correcting mechanical errors

Key research findingsFluent & automatic writing, particularly alphabet letter writing, is a fundamental building block of writing competence Best predictor of length & quality of composition - from elementary school through collegeGraham & Harris (1997) School Psychology Review; Conolly et al (2006) Developmental NeuropsychologyWriting progress using the Play Plan

Vygotskyan-based preschool program improves cognitive control (Diamond et al, Science, 2007: 318: 1387-1388)Study of 140 preschoolers randomly assigned to Tools or Balanced LiteracyLow-income, urban district18 classrooms (plus 3/program in year 2)40 activities promoting executive function (EF)self-regulatory self-talk; dramatic play; memory & attention scaffoldsChildren in Tools showed marked improvements in EF measures & standardized academic measures

Tools of the Mind (Bodrova & Leong)

EFFECTIVE INSTRUCTION IN LETTER WRITINGBerninger (2008)Handwriting should be taught explicitly, not incidentally. Evidence-Based Approach (improves automaticity of legible letters)5- 10 min lessons, followed by opportunity to use handwriting in a meaningful mannerPractice each letter by studying number arrow cuesCovering the letter, then writing it from memoryPractice writing letters within wordsTEACHING TIPS: Monitor progress in speed of letter writingAlphabet Letter Writing Probe On lined paper, ask child to print (or in cursive writing) the letters of the alphabet in order as quickly as possible; How many letters in 13 sec?

Keyboarding & TechnologyEvidence-Based Intervention for Writing

All areas of written language should be addressed within the same instructional session. Handwriting, spelling, and composition should be taught together, and instruction should be explicit.Keep in mind the range of skills required for writing text

Two major components of writingSkill domains involved in writingDomainComponent skillsGRAPHOMOTORForm letters; pencil grip; controlled finger/arm movementATTENTIONSustained focused attention on tasksVISUOSPATIALKeeping within lines; spacing, organization on line/pageLANGUAGESpelling, word order, sentence structure, vocabulary, WORKING MEMORYHold word in mind while transcribing into written word; Hold ideas in mind during transcription & text generationWhat is working memory ? A mental workbench (Klingberg, 2009)

Function of the brain that helps us temporarily hold information in mind - just for a few seconds - to manipulate it and use it to solve a problem or task.That is, for thinking!15Working memory is a dynamic system that allows us to temporarily hold, reorganize, and use information - just for a few seconds - during problem solving.Working memory has a limited capacity (one can only juggle so many balls at one time): When task demands exceed its capacity, the individual appears distractible (and one or more balls fall off)

URLS:

1. www.teachadhd.ca2. http://www.aboutworkingmemory.com/3. http://www.aboutkidshealth.ca/PrematureBabies/Attention-and-memory.aspx?articleID=7796&categoryID=PI-nh5-04a4. http://www.york.ac.uk/res/wml/index.html (Centre for working memory and learning, University of York, England)

15Strategies for Organization to reduce working memory demand

Chunk informationPrior knowledge (repeat key information)Cue (signal whats important)Categorize (part-whole relationship by membership)Sequence (part-whole relationship by size)Learned memory strategies mnemonics, visualization, subjective associations

Glass,Holyoak, Santa (1979)

16Languages organizational strategiesLanguage is made of:

1. Sounds which form2. Words which result in..3. Meaning within..4.Context.

Language also uses strategies to reduce working memory load. Do we teach those strategies?17Traditional Grammarhow words & their parts combine to make meaningSentence- full unit of meaningClause complex- consists of one or more clausesClause- consists of one or more phrases of which one must be a verb phrasePhrase- consists of one or more wordsWords consists of one or more morphemesMorphemes minimal unit of meaningPoint of Instruction Vocabulary Grammar Discourse GenreAcademic languageMeaning@ the sentence levelS. Africa will win the World Cup someday. (

agentprocessResult/Circumstance(time)judgmentdeclarativethemerhemeMeaningAt the clause/sentence level:Meaning as what we represent: -participants, process, circumstance

Meaning as how we feel: -mood and modality

Meaning as we organize text: -theme & rheme (cueing focus of importance)So, meaning is generated at 3 levels, within the same sentence.21Text organizing meaning-theme comes at the beginning of a clause structure theme also organizes the text beyond the sentenceIt is everything up to the verb phrase

The Theme is often the subject of the clause.But, conjunctions can be part of the theme.For sure, interpersonal elements can be part of the theme.In some cases, prepositional phrases are part of the theme. M.Schleppegrell (2004)

Text Organization forOld & New informationtheme/rheme natural language mechanism of: Prior knowledge or old informationCueing new information

Inclusive teachers need to understand all children.He or she must be fair and reasonable.They also need to teach at a sensible pace.As well, these educators need to lecture with a clear voice.And, if the children have been good all week, they should end with fun activities.

themerhemeThematic ProgressionTheme 1 rheme1 Theme 2 rheme 2

Theme 3 rheme 3

Theme 4 rheme 4

Theme 5 rheme 5

Theme 6 rheme 6

Inclusive teachers need to understand all children.

He or she must be fair and reasonable.

They also need to teach at a sensible pace.

As well, these educators need to lecture with a clear voice.

And, if the children have been good all week,

they should end with fun activities.

ActivityDogs are animals.Dogs can be pets.These animals can be very special.

Copy the 3 sentences, one below the other.Draw a line separating theme & rheme in each sentenceDraw arrow from new info in line 1 to old info in line 2Draw line from old info in line 3 to source of that info.26ActivityDogs /are animals.

Dogs /can be pets.

These animals /can be very special.

Student activity before you get them to start writing.27Topic : write about an animalDogs are animals.Dogs can be pets.Pets can be hard work.Hard work can be good for you.It teaches you to care for others.We all should take care of each other.

Edited for style Dogs are animals, but they can also be a pet. As pets, they can be hard work. This can be good for you because it teaches you to take care of someone else. We should all learn to care for others.2. CohesionHalliday & Hasan (1976)Grammar at the discourse level:Repetition & signaling to draw connections between sentences:Reference (personal & demonstrative pronouns) Word sets (synonyms & related words)Conjunctions linking (and, or,) - logical (if, then, because)Inclusive teachers need to understand all children.He or she must be fair and reasonable.They also need to teach at a sensible pace.As well, educators need to lecture with a clear voice.And, if the children have been good all week, this should end with fun activities.

themerhemeWriting concerns for ADHD/LD studentStructuring concepts & information into organization patternsIncorporating reading, research, analysis & synthesis into textEditing for errorsSustaining focus on task at hand ANDJust getting started!!!!!!! Traditional solution (accommodations)Ignore spelling and grammar until editingUse visual supports, such as paragraph & essay format templatesUse technology or tutor to address spelling and grammarTeaching the writing processPlanning research & organizing ideas

Production writing

Editing for style

Teaching them to use .Textual strategies (new & given information)Teach about cohesionTopic : write about an animalDogs are animals.Dogs can be pets.Pets can be hard work.Hard work can be good for you.It teaches you to care for others.We all should take care of each other.

Edited for style Dogs are animals, but they can also be a pet. As pets, they can be hard work. This can be good for you because it teaches you to take care of someone else. We should all learn to care for others.Evidence-Based Intervention for Writing

All areas of written language should be addressed within the same instructional session. Handwriting, spelling, and composition should be taught together, and instruction should be explicit.Keep in mind the range of skills required for writing text