Over the last twenty years, the prevalence of learning disabilities has increased dramatically and approximately five percent of all public schools are composed of students with a learning disability (Lyon, 54). The rising rates of children with learning disabilities in public schools creates the challenge of teaching students because traditional teaching strategies may not be beneficial. More specifically, traditional writing strategies are not suited towards students that need accommodations and modifications. So, what strategies are effective in teaching writing to students with learning disabilities at the secondary level? Useful strategies such as, self-regulated strategy development, STOP and LIST, and multimedia could be effective in …show more content…
Some disorders included in learning disabilities are: Dyslexia (difficulty reading), dyscalculia (difficulty with math), and dysgraphia (difficulty writing). Although there are many other learning disabilities, this paper aims to focus on the disabilities that affect students in the area of writing. Additionally, students with learning disabilities qualify for an Individualized Education Plan (IEP) and 504, which allows the students to receive accommodations and modifications in the general education classroom. Self-regulated strategy development is a writing method that can be used in the general education setting and has proved useful in inclusion for students with learning disabilities. Self-regulated strategy development (SRSD) is a method designed for students to learn specific strategies in planning, drafting, editing, and revising. This strategy is a six step process that includes: 1.) Students are explicitly taught the background knowledge needed to successfully use a strategy. …show more content…
One of the most useful multimedia resources is a technology-based graphic organizer. As previously mentioned, many students with learning disabilities struggle creating coherent pieces of writing and greatly benefit from self-regulating strategies. A technology-based graphic organizer (TBGO) can help students create whole essays without it being so daunting. Students can organize their ideas and then begin to type in full sentences in the organizer. The organizer also has drop down menus that can help you pick out transitional words and phrases. There is also a text- to- speech option that makes the process of writing quicker and word prediction easier. Additionally, the TBGO has a self-monitoring or SRSD portion. When students are editing and revising their essay, they can use the check your work column of the TBGO. Some of the features of the revision portion include “Students check off the parts of the essay as they complete them: (a) I included my claim, (b) I included three facts to support my claim, (c) I included as many elaborations as I planned to have in my goal, (d) I have proper transition words, and (e) I summarized my claim” (Evmenova,Regan, 2019). At the end of this process, the TBGO will ask the students questions such as, “How many words are in my essay?” or “How do I feel about my essay?” The students are
Research and studies that have been conducted for the Early Literacy Skills Builder by the Attainment Company (Browder, Gibbs, Ahlgrim-Delzell, Courtade, & Lee, in press) prove that this literacy program is effective in teaching students with moderate and severe disabilities. The teaching strategies used in this literacy program are based on scientifically based reading research. The purpose of this literature review is to familiarize myself and other educators with the effectiveness of this program.
Sills, Caryl K. "Success for learning disabled writers across the curriculum." College Teaching 43 (Spring 95): 66-72.
Students with the learning disability can be taught in different ways that are more suited to their needs (54). Alternative lesson plans such as the Orton-Gillingham approach can help dyslexic students learn to read and write as well as their peers (9). Better learning programs can also help people with dyslexia overcome mental health issues such as low self-esteem. When students are doing well in school, they are more motivated to learn. Struggling students can also find better ways to study on their own, such as recording class lectures and listening to them at home (58). Regardless of the methods used to treat dyslexia, it is absolutely crucial for the child’s health to start therapy at a young age
The ability to read and write are a much needed skill in today’s world. Children with a specific language impairment are at a greater risk of literacy deficit than their typical developing peers (Hugh, Fey, & Zhang, 2002). During early childhood; recognizing, modifying curriculum, and community resources; will all play a vital part in combating the literacy deficit with children whom have a language impairment. Additionally, this paper will discuss the effects of an educational experience lacking modification of the curriculum that a child with SLI needs, along with the outcome that can be observed. As an educational professional, it is critical for the child to receive the education and modifications they need. This paper is designed to educate early childhood professionals for the need of interventions for SLI students in regards to literacy development, what the SLI student needs, and what resources are available to you as a professional. Educators need to know the importance of their interactions with students who suffer with a SLI and the affects a SLI will have on their literacy development.
Santa Barbara, CA: Learning Works, 1996. Print. The. Girod, Christina M. Learning Disabilities. San Diego, CA: Lucent, 2001. Print.
Warger, C. (2002). Helping students with disabilities succeed in state and district writing assignments. ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children. 1-5. Retrieved October 3, 2004, from ERIC Digests full-text database.
The most common learning disability in children does not affect only one aspect of their lives, but alters nearly every measure. Dyslexia inhibits one 's ability to read, write, and spell. About 5 to 20 percent of children attending school have some sort of a disability involved with reading. When thinking of a condition that contains no cure, such as dyslexia, you may imagine a lifetime of complications and difficulties; although, dyslexia does not damage a person’s ability to learn, it merely forces them to grasp ideas and think in their own original way. Multiple obstacles can potentially arise, but successfulness and intelligence tends to prevail, and has in multiple situations. Numerous well known people have personally suffered through
Dyslexia is now a widely accepted condition that is prevalent in many classrooms. However, defining dyslexia is difficult as it can be described as a continuum. Although experts largely agree that dyslexia is identifiable as a developmental difficulty of language learning and cognition (Rose, 2009). Dyslexia can pose a host of difficulties for the child and can make daily activities and school life very challenging. The NCLD (2013) states children with dyslexia may have difficulties with ‘accurate and fluent spelling, accurate and fluent written expression, phonological awareness, memory, verbal processing speed and information processing.’ As teachers it is vital that we are aware of the underlying difficulties as the child’s consistent underachievement can appear on the surface as carelessness and lack of effort (Hodge, 2000). Dyslexia is not only about literacy, although weaknesses in literacy are often the most visible sign, it effects all areas of learning as the ability to read and write sufficiently permeates all areas of learning within the curriculum. ‘Dyslexia occurs across the range of intellectual abilities’ however, the difficulties posed by having dyslexia can affect a child’s ability to learn (Rose, 2009). Every child has the right to succeed and so the teacher must strive to provide the key for learning and implement effective interventions which develop the child’s literacy skills and help them reach their full potential (DCSF, 2007; DfES, 2004).
Many students struggle with learning disabilities. Two common disabilities are Dyslexia and Dysgraphia. “According to the latest dyslexia research from the National Institutes of Health, Dyslexia affects 20 percent of Americans” (“What is Dyslexia?”) Dysgraphia is difficulty with writing that sometimes accompanies Dyslexia. Students that have Dyslexia and Dysgraphia will struggle with vocabulary, grammar, and punctuation, but there is help.
This report provides an analysis and evaluation of strategy implementation used by California Pizza Kitchen (CPK) and discusses the effectiveness of their strategy through organization design, control systems, people and culture. My research concluded that CPK relies on control systems to undertake a majority of the company’s operational activities and that human resources and organizational culture must support the strategy implemented, which it does in in the case of CPK.
The classroom is a diverse place where learners from all different genres of life meet. Included in these learners are those that display learning disabilities. According to the British Columbia School Superintendent’s Association, ‘learning disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning’. They also posit that ‘learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to language processing,
As with many students with learning disabilities, students with dyslexia need more time. By giving students time to think about their work they are better able to complete it well. One suggestion is to “require the student to wait 5 minutes before starting a writing task” (Sparking new ideas for your classroom, 2017). During this time students should be thinking about what they will write, this way the student has begun to think about the assignment before completing it. Another idea is, during verbal questioning, to “State your question, pause, and then call on the dyslexic student first” (Accommodations are key to the success of dyslexics in school, 2017). Students with dyslexia might have a harder time recalling answers to the questions posed to them, so by calling on them first their answers are not taken by another student who has thought of multiple answers in the same amount of time. To go along with giving ample time for students with dyslexia to complete tasks, also assign projects with enough time for students to turn in drafts for feedback. If students are given assignments a few weeks before the due date then they are able to spend quality time working through their ideas (Accommodation are key to the success of dyslexics in school). Often it will take students with dyslexia more time to complete writing assignments because they pause more often while
Although adequate writing skills are indispensable for life, leisure, and employment, quite a few students do not learn how to write effectively. Since writing is an exercise in thinking, it is important to balance the process of writing with the mechanics of writing. The areas of the brain involved in the writing task are varied yet interrelated; therefore, a student’s individual needs will determine the method of instruction they receive. Many students who have low expectations for their own academic success will not make even minimal efforts to complete a...
Writing and Learning Disabilities International: Overcoming Learning Difficulties 6.3 (2006): 347-67. Web. 16 Feb. 2014.
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...