Writing Flashcards
Writing
Using knowledge and new ideas combined with language knowledge to create text
• Demands more cognitive resources than speaking
• WRITING PROCESS
• *Handwriting
• *Spelling
• *Executive Function
• *Text Construction
• *Memory
Decontextualized
DECONTEXTUALIZED
• *Outside a conversational context
Spelling
• Usually self-taught/trial and error approach
• Mature Spellers rely on:
• *Memory
• *Spelling/reading experiences
• *Phonological/semantic/morphological knowledge
• *Orthographic Knowledge/mental grapheme
representation
• *Analogy
• Spelling competes with other aspects of writing for limited cognitive energy
Emerging literacy
Emerging Literacy
*Initially treat writing and speaking as separate
*Spoken and written systems converge over time.
**Speech is still more complex
Writing slowly overtakes speech *Written sentences become **Longer
**More Complex
Writing development
Mature Literacy
• *Speaking and writing becomes consciously separate
• **Not achieved by all writers
• Adult writing
• *Longer, more complex sentences
• *More abstract nouns
Stages of writing development
Drawing
• Prephonemic –writing has a purpose, strings of letters
with no meaningful words
• Semiphonemic – writes 1-3 letters to stand for a word sentence or idea
• Phonetic/letter name – spells words the way they sound i.e. letl for little; NIT for night
• Transitional – conform to the conventions of English writing vowels included i.e. farfit=favorite
• Conventional – basic rules of spelling are mastered
Prephonemic
Prephonemic –writing has a purpose, strings of letters
with no meaningful word
Semiphonemic
Semiphonemic – writes 1-3 letters to stand for a word sentence or idea
Phonetic / letter name
Phonetic/letter name – spells words the way they sound i.e. letl for little; NIT for night
Transicional
Transitional – conform to the conventions of English writing vowels included i.e. farfit=favorite
Conversational
Conventional – basic rules of spelling are mastered
Writing developmental cont
Spelling
Spelling
• *Preliterate attempts
• *Scribbling and drawing
• *Phoneme-grapheme knowledge and letter names
• *Most shift from a phonological strategy to a mixed one between 2nd and 5th grade
• *Adults spell in different ways
Writing development
Executive function
EXECUTIVE FUNCTION
• *Develop cognitive abilities needed for mature writing in early childhood (frontal lobes)
• *Young writers need guidance in planning and revising
• *Improved long-term memory improves composition quality
Writing development
Executive function
TextGeneration
• Early text lacks cohesion and uses structures
repeatedly
• Mature writers use more variety
• Written narratives emerge before expository texts
• In adolescence, expository writing increases in
• **Length
• **MLU
• **Relative Clause Production
• **Use of transition
Writing problems
Deficit in spelling
Deficits in Spelling
• **Problems with phonological processing and
phoneme-grapheme information
• **Poor spellers may rely on visual matching skills and phoneme position r
Writing problems
Deficits in executive function
Deficits in Executive Function
• ** Students with LD have little planning
• **Produce and elaborate little
• **Ineffective revisions
• **Poor error detection
• **Difficulty making cha
Writing problem
Deficit in text generation
Deficits in Text Generation
• Narratives of children with LD
• **Shorter, less complex sentences
• **Shorter and fewer episodes
• **Fewer details
• **Fail to consider the listener
Writing problem
Children with LI
Children with language impairment
• ** Little thought or organization
Writing problems
Children with LD
Children with LD
• **Difficulty using morphological ending
Assessment of developmental writing
WritingSamples
• *Use a portfolio
• Narratives are best for young children
• Older children can write expository texts
• Executive function is best measured within writing tasks
• Writing can be analyzed on several levels
• **Textual
• **Linguistic
• **Orthographic
Assessment of developmental writing
Spelling
Assessment of Spelling
• Assessed through
• **Dictation
• **Connected writing
• **Standardized Assessment
• Focus on patterns
Assessment of text generation
Assessment of Text Generation
• **Total number of words and different words used
• **Word choices, sentence/clause length, coherence
Intervention for developmental writing problems
Spelling
Integrated into authentic reading and writing
events
• Words selected for intervention should be individualized and reflect curriculum
• Goal is to learn strategies of spelling and rules
• Children with LD benefit from multisensory input
• Word analysis and sorting tasks can be used
• Spell checkers are not always helpful
• Wordpredictioncanreduceerrors
Intervention for developmental writing impairments
Executive function
ExecutiveFunction
• Goal-Plan-Do-Review
• Choosing the topic can be motivating
• Ask questions to help focus the audience
• Executive function training plus word processing training results in larger gains
Intervention for developmental writing impairment
Narrative text generation
Story grammar
• NarrativeTextGeneration
• STORYGRAMMAR
• *Common event sequences and elements of narratives
• Children may not realize they know a narrative or how to start
• Can be guided through brainstorming, story guides, prompts, acronyms
• Explicit instruction in story grammar or structure
Intervention for developmental writing impairment
Expository text generation
EmPower
Expository Text Generation
• EmPOWER
• *Evaluate, make a Plan, Organize, Work, Evaluate, & Rework
• Can use prompt cards for each section
• Get feedback from peers before revising
• *SLP Mediate
