Author Archives: SL

All students can improve their writing. Some students improve quicker than others, however.   Children with certain learning difficulties need  balance between opportunities to write and opportunities  to receive explicit instruction in skills and strategies to become proficient. These students … Continue reading →

The writing process should be taught, practiced, and used.  It should be consistent throughout the school. Students need to write daily with research recommending that students be actively involved in the writing process for at least forty-five minutes daily. Writing … Continue reading →

Many students struggle with writing.  Several barriers to good writing exist, and strategies for improving are available. Handwriting, spelling, punctuation, fluency, and sentence formation are some of the barriers. Handwriting: Consider word processing. Give students short daily practice sessions (10-15 … Continue reading →

How do we monitor struggling writers?  Response to Intervention (RTI) is one process that does just that when done with fidelity.  In a nutshell, the process is below.  Tons of info are available if you have further questions. Through RTI, … Continue reading →

Well, I can get on a soapbox about writing instruction.  Hearing others make excuses about why students can’t write when we haven’t taught them really bothers me.  As I say often, teaching students to write is hard work, but it … Continue reading →

If you haven’t read the Writing Next research, download it and check it out.  Here, I am listing strategies that work.  The actual document goes in to much more detail. With all the research at our fingertips, there is no … Continue reading →

Just as there is a writing process, there is also a process for reading.  As there are strategies for preparing to read and reading itself,  there are also ways to extend the reading. Listed below are several extension strategies . … Continue reading →

Writing: POW    P     lan what to say.    O    rganize what to say.    W   rite and say more.   Silent and Purposeful Reading Process: MAX     M   otivation (before): Connections. background knowledge, … Continue reading →

Reading and writing are tools for learning subject matter and for communicating.  Writing proficiency develops over time and must be nurtured, even for the best writers and readers. Motivation for writers is paramount , especially for struggling  students. To ensure … Continue reading →

Students and adults can improve writing skills if given the tools to do so.  If writing is a literacy skill for life-long learning, which it is, then we as educators must provide the practice, resources, and encouragement  to ensure students … Continue reading →