Abstract
The article is a summary of the writing disabilities that have children with special needs. The present study focuses on an article entitled “Improving the writing performance of young struggling writers: Theoretical and Programmatic Research from the centre on accelerating student learning.” The paper presents a brief analysis of the main points provided in the current research.
Article Summary
The number of children with writing disabilities is quite high. In the United States, the number of students who cannot write properly is quite high, and the majority of affected students are in the 4th, 8th, and 12th grade. These children cannot master proper writing skills appropriate to their grades. A child with special needs usually experiences writing difficulties; especially students who have behavioural disorders, learning disabilities, and speech difficulties.
In order to address these problems and difficulties in writing, a number of proper strategies should be developed. One of such strategies is the planning strategy instruction which comprises of various interventions that can be adopted in order to assist writers who are currently enrolling in the primary grades. Such an approach can be more effective with young children than with adults.
The use of this strategy is based on the SDSR model, which is a combination of strategy development and strategy regulation. When using this approach, children learn how to accomplish tasks such as story writing improving their writing skills. In addition, students learn self-regulation procedures, such as setting their goals and skills that will enable them to achieve these goals. Self-regulation is important when it comes to self – evaluation (Graham et al., 1998).
SDSR approach plays a crucial role when it comes to the students’ independence in the learning process. The instructor does not have to be there all the time to evaluate the student’s progress because they are able to evaluate their own progress without additional help. It helps students understand and correct their mistakes, and thus, avoid them in future. However, the instructor’s help and assistance are crucial to ensure success in the learning process, although, students make quite good when they are applying the strategies themselves.
Graham et al. (1998) argue that students should be allowed to learn writing skills at their own pace. Applying this way, they will have an opportunity to understand in depth all they are supposed to understand about writing. Instructors should ensure that students are fully conversant with what they are supposed to know in one stage before they are allowed to proceed to the next stage.
Instructors should teach children strategies that are likely to have a positive impact on their writing skills. This way, there is a high likelihood that the students will continue using these strategies regardless of the fact that more effort is required to master the skills. If the students improve their performance, they will incorporate these strategies and hence will have no difficulties with writing assignments in future. Writing skills are improved when students realize that they are making good progress (Graham et al.,1998).
Allowing students to express their own thoughts and ideas in writing is a form of training. Students who are not afraid that their own writings are read in class are more confident, and they can easily be able to correct the spelling mistakes that they are making. Instructors should give assignments to students in order to test their writing skills. This can be done by training them on how to organize their work. For example, when writing a story, a proper outline should be given, and ideas should be introduced and summarized in such a way that the story can be understood from the beginning to the end.
Private instruction plays a major role in enhancing the writing skills of students. Teachers who work as private instructors report great improvement with the students, as compared to when the students are taught in class. Instructing students on a private basis enhances their knowledge of handwriting and spelling. The reason behind this is that students are in a position to gain a deeper understanding because the instructor will pay all his/her attention to one student.
Grouping students is another strategy that can be utilized in order to improve their writing skills. When students are in groups, they have the opportunity to learn from one another. Learning from fellow colleagues in class leads to a better understanding of the material, as well as writing techniques. Students who have a better understanding of spelling will take their time to teach those who are facing challenges. Students also remind each other of where they are going wrong.
Conclusion
There are many learning challenges that young learners can face. Writing difficulties are very challenging for students. Most students face difficulties when spelling and writing compositions. These difficulties in spelling and writing can be addressed by using multiple ways. The SDSR model, which consists of attempts to develop strategies and regulate them is central to learning spelling and writing skills. A lot of emphases should be placed on the need for students to evaluate their own progress while learning spelling and writing.
Reference
Graham, S, et al. (1998). Writing and self-regulation: Cases from the self-regulated strategy development model.New York: Guilford Press.