Participants explore the various reasons why students develop a reluctance to express themselves in writing, including dyslexia, which involves more than just reading and the issue of dysgraphia. A variety of practical strategies and techniques for reversing this reluctance are described and clarified, including strategies dealing with handwriting, spelling, vocabulary, and information organization (generating ideas, planning, translating the ideas into written format). Participants obtain several proven strategies that they may immediately implement. Discussion involves the validity of each strategy.
HANDWRITING/WRITTEN LANGUAGE: Examine the importance of legible and fluent handwriting in order to make gains in reading, spelling and writing.
HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.
MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
READING, SKILLS, & STRATEGIES: Examine the role of vocabulary acquisition and ability in listening and reading comprehension, and in speaking and writing.
Disclosure: Regina Richards has no relevant financial or nonfinancial relationships to disclose.
University of California Riverside Extension