| STRATEGIES FOR THE STRUGGLING WRITER |
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Early intervention, in which we provide children with explicit handwriting instruction and many practice opportunities, can prevent or reduce writing difficulties. The following are some strategies that can be effective for all students: HANDWRITING INSTRUCTION: *Use multi-sensory instruction for learning letters, shapes, or numbers. For example, have students speak through motor sequences, such as “b” is big stick down, circle away from my body. *Practice writing letters and numbers in the air with big arm movements to improve motor memory. *Encourage proper grip, posture, and paper positioning to insure forming good habits. *Teach children consistent formation of letters, using a continuous stroke when possible. *Use written arrow cues to teach formation of letters. *Focus initially on learning the motor pattern rather than legibility or size. *Teach similarly formed letters together. *Separate reversible letters such as b and d. *For beginning readers and spellers, integrate handwriting instruction with letter sounds. *In teaching cursive, explicitly teach connections as well as forming single letters. *Consider an instructional program such as Handwriting Without Tears. GENERAL STRATEGIES FOR TEACHING WRITING *Include both handwriting practice and writing composition in the same instructional session. If letter production is automatic, memory space is freed up for higher level composing. *Use gross motor and fine motor warm-up activities before writing. *Break down assignments into small steps. *Allow students to wait until they have finished writing before they worry about spelling. *Distinguish different standards for legibility, e.g., for note taking, allow messier handwriting if students can read their own writing. *Use graphic organizers to help students plan their writing. *Use writing prompts to help students get started, or use teacher queries such as, “What else can you think of?” *Explicitly model composition in which the teacher thinks aloud while using a chart or overhead. *Use self-regulation strategies e.g., students are taught to say, “What I think, I can say. What I can say, I can write.” *Introduce word processing early, but don’t eliminate handwriting. It is vital for functioning in the world. ADDITIONAL STRATEGIES FOR DYSGRAPHIC STUDENTS *Use raised-line paper or any other of the assistive technologies listed on page 5 of this web site. *Allow more time for written tasks. *Allow student to dictate some assignments to a scribe. *Provide student with written notes or partially completed notes for them to fill in the blanks. *Remove neatness or spelling as grading criteria for some assignments. *Reduce copying aspects of work. *Give students alternatives to written assignments, such as oral reports. *Provide a “writing binder” for the student, with models of print or cursive letters and templates for written work. *Allow student to use manuscript or cursive, whichever they find easier. *Allow students to use the writing instrument of their choice, in various colors. *Begin writing assignments with drawing or speaking ideas to a recorder. *Build handwriting practice into the student’s schedule. *If the student’s writing problem is severe enough, the student may benefit from occupational therapy. ESPECIALLY FOR HOME *Use any of the assistive technologies listed on page 5 of this web site. *Encourage writing practice with low stress activities such as writing household lists, diaries, letters to friends, keeping track of sports teams, etc. *Write letters on the sidewalk with chalk. *While in the tub, have children draw letters with with shaving cream or soap paint. *Make letters out of cookie dough. *Trace letters in the snow or sand. *Use a flashlight and make letters on the wall. *Use different types of pencils such as gel pens, scented markers, colored pencils, etc. *Make letters out of pipe cleaners. *Encourage other fine motor activities such as shuffling cards, tearing paper, finger puppets, etc. |
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