HELPFUL

RESOURCES
REFERENCES
Supporting Students with Learning Bernstein, J. H. (2013). Process Analysis in the
Disabilities in Written Expression Assessment of Children. The Boston Process Approach
to Neuropsychological Assessment: A Practitioner's
https://www.edu.gov.mb.ca/k12/docs
Guide, 300.
/support/learn_disabilities/module4.pd
f Carmichael, J. A., & Hale, J. B. (2015). Interventions for
SUPPORTING
Students with Writing Disabilities. Retrieved May 6,
2021, from https://www.ldatschool.ca/developing-
STUDENTS WITH
Reading Rockets
https://www.readingrockets.org/articl
interventions-for-students-with-writing-disabilities-
addressing-the-most-complex-academic-problem/ WRITING
e/top-10-resources-writing Hale, J. B., & Fiorello, C. A. (2004).
neuropsychology: A practitioner's handbook. Guilford
School DISABILITIES
Created by Isabella Abbinante
Press.
Helping Students Who Struggle to
Write Saddler, B. (2005). Sentence combining: A sentence-
level writing intervention. The Reading Teacher, 58,
https://www.ldao.ca/introduction-to-
468-471.
ldsadhd/articles/about-
education/helping-students-who- Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997).
Cover, copy, and compare: A self-managed academic
struggle-to-write/
intervention effective across skills, students, and
settings. Journal of Behavioral Education, 7(3), 295-306.

Zwicker, J. G., & Hadwin, A. F. (2009). Cognitive versus

multisensory approaches to handwriting intervention: A
randomized controlled trial. OTJR: Occupation,
Participation and Health, 29(1), 40-48.

WHAT ARE WRITING
DISABILITIES?
"Written expression includes the basic skills
handwriting and spelling" (Carmichael & Hale, 2015).
Students with literacy problems will also exhibit problems
with handwriting, and those with executive function
problems, such as ADHD and anxiety, will struggle with
written expression (Carmichael & Hale, 2015).
"Approximately 4-6% of students have a written
language learning disability" (Bernstein, 2013)
There are many contributing factors, such as:
handwriting (visual, tactile and/or motor challenges
spelling (sound-letter connections)
written expression and executive functioning
Many students will need explicit instruction in these
areas (Carmichael & Hale, 2015)
One Major Warning Sign:
A student can present their ideas well
verbally, but their abilities in their written
products are much more limited
(Carmichael & Hale, 2015)
Sentence Combining
this strategy uses "kernel sentences" - a simple
declarative sentence with only one verb
STRATEGIES FOR teacher models examples of how to combine
kernels together
students practice combining kernels using
SUPPORT connecting words (Saddler, 2005)
of
Cognitive Instruction
During writing tasks, have students:
focuses on letter identification, modeling and
brainstorm the main & supporting ideas
imitation
plan and organize their ideas (can use a graphic
teacher models steps to draw each part of a letter
organizer to help arrange everything in a logical
student traces and names the letter
order) (Carmichael & Hale, 2015)
repeat this process (Wicker & Hadwin, 2009)
check and revise their work
Cover-Copy-Compare
focuses on improving spelling proficiency
Instead of lined paper, allow students to use graphic
students first look at a word, then cover it and spell
paper during writing tasks
the word from memory
each letter should fit into a square of the paper
the correct spelling of the word is then revealed
use a square to indicate spaces between the
and students compare their work
words
if they spelled the word correctly, the student
as student increases their accuracy, use
moves on to the next word; if not, they repeat the
increasingly faded graph paper until they are
method again with the same word (Skinner,
ready for lined paper (Hale & Fiorello, 2004)
McLaughlin & Logan, 1997)