Effective writing demands student involvement as well as skill knowledge. Participants explore reasons for reluctance to write, strategies to help with the reluctance, and the variety of skills they need when expressing themselves in writing. The relationship between dyslexia and dysgraphia is explored and strategies are presented which include the basic principles of structured literacy: systematic and cumulative, explicit, and diagnostic. Included are technology resources to facilitate a student’s ability to process the information needed.
Regina G. Richards has no relevant financial or nonfinancial relationships to disclose.
University of California Riverside Extension
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