[SENco-forum] learning to read/ Writing problems

Some aspects of writing are tackled - content/grammar/punctuation
Mind maps are good for 'class brainstorming' and then individually as a
visual reminder.  I use words, but others prefer pictures, colours or a
mixture.

Software with speech software is good for those who forget what thy have
written half way through a sentence.  Voice activated software is trickier,
but good for slow writers.  It may be better to use a Dictaphone & scribe
for some work in order to give confidence.

Making comics is a good start point as it requires less writing.  You can
always ask for a story board with more writing & ideas underneath. Internet
searches will bring up thousands of ideas/studies to improve boys writing,
but only one of these refer to speed, the area that I am most interested in.

 I can send a 10-20 minute writing speed test that is easy for the most
reluctant writers and adaptable for both Secondary and Primary.  When
students are so evasive about writing it is hard to know what speed they can
actually achieve.  I have found lots of learners with 'double jointedness'
and/or poor procioceptor feedback, as well as the more usual dyspraxic
problems that were causing the students to write in the bottom 2%. How can
they be expected to progress?

When poor speed is the problem no amount of support for their literary
content is going to make them be successful writers if they cannot get their
newly formed ideas onto paper.  The less access to writing practice they get
everyday the more they fall behind their peers - as in areas such as
reading.

Sharon Tringham

PS
Are there any small ( 1 class per year) Primary schools interested in
undertaking whole class assessments (takes 25 minutes) for Years 2-6?
Students require a pencil and 1 piece of lined A4/Teacher needs a second
hand on their clock!

I need the originals (schools to make a copy) and will undertake the
laborious chore of scoring the wpm for each child.  I need to find Norms for
some short tests similar to the 2 minute Alphabet Test as part of my
Learning Support Studies.

I can also email the Writing Speed Test & scoring sheet for anyone
interested in using it with their own class to gain more insight into their
students.

After this I may well be charging for the service as it takes me all day to
add & divide the scores for each batch of 30, as well as producing a short
report highlighting likely problem areas other than speed, such as dys,
spelling groups, poor handwriting ( pressure, orientation etc).

Any takers for End February, March & April?

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk]On Behalf Of Felicity
Dowling
Sent: 11 January 2007 22:19
To: senco-forum
Subject: [senco-forum] learning to read

Eddie's and Ruth's comments are very helpful. Please can I ask for comments
on a slightly different aspect of this work?

The diet we use with secondary school non-readers is Ruth Miskin in lessons
(groups of about 12 with two adults) Its the best system I have worked with.
In 1:1 sessions  for the pupils with greatest difficulties we use Word Wasp,
Eddie's computer based books and lots of other bits and pieces depending on
the child. I am chuffed at the reading success.
What is worrying me is the writing progress. Putting their own ideas into
sentences, either handwritten or word processed. Its nothing like as good.
Spelling single words is good, I do a speed spell test at the end of each
RAM unit and get great results and it carries over week by week, but
extended writing is very weak.
Has anyone ploughed through to the end of Ruth Miskin  (or similar
programme) so they can read a good range of words without worrying about
writing and then tackled writing separately?
One extreme case  reading has gone up to 83 on the WRAT from about 65,over a
couple of years!  It has been emptying the ocean with a tea spoon.  He is
determined to continue his progress. However writing from his own ideas  is
not really functioning! I have given up getting him to write  in lessons and
get him to dictate because his vocabulary is good.It gives him the chance to
use language and what he creates is good
I need to find a way to deliver significant progress in writing.
I've looked at handwriting and typing,  writn frames and structed planning.
I've tried dictating to each other.
Any suggestions?

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