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Learning differences are becoming more common within the classroom as a recent statistic has shown that one in every five students is considered to have a language based learning difference (“5 Steps for Identifying Dyslexia in Your Child”, n.d.). The concern is that students with a language based learning difference need to properly develop strategies for academic writing. Students in a secondary setting are having difficulty with basic skills such as organization, planning, comprehension, handwriting when it comes to the area of writing. These difficulties in basic areas of writing lead to poor academic writing and therefore require a specific strategy for writing.

Specific writing strategies are important tools for students with language based learning differences to reach their fullest potential. A student with a language based learning difference that is equipped with strong skills and writing strategies is able to complete well composed academic writing. A strong writing strategy is the essential piece that students need when coping with a language based learning difference. Without a strong strategy to create a solid foundation for writing, this can become an almost impossible task.

The aim of this topic is to identify language based learning differences at the secondary level and how specific writing strategies can be used to support writing in students so that they may become strong academic writers. This topic will also look into what basic underlying causes can lead to a student with a language based learning difference to be unsuccessful in the writing area as well as what basic skills are needed before a specific strategy can be implemented.

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Drexel University Ed.D Student

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Language Based Learning Difference - A learning disability that is characterized by affecting the areas of reading, speaking, writing reasoning
Dyslexia - the most common language based learning difference
Teaching Strategies - refer to the structure, system, methods, techniques, procedures and processes a teacher uses during instruction
Fluency - the ability to read like you speak
Comprehension - the ability to understand and interpret what has been read

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The field of special education is constantly growing with language based learning differences being on the rise. It is crucial that students who have been diagnosed with a language based learning difference receive the proper interventions and strategies in order to become students at their fullest potential.

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There are many great resources for teaching strategies to students with a language based learning difference. There is a notable gap for specific writing strategies for students in a high school setting. Most of the research focuses on the building blocks or skills needed in order to write and strategies that can be implemented at a basic elementary level. Some articles do have a few strategies that can be used for older students, however they are ones that do require the basic building blocks which can be difficult if a student has been diagnosed later in their school career.

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A student with a language based learning difference that is equipped with strong skills and writing strategies is able to complete well composed academic writing. A strong writing strategy is the essential piece that students need when coping with a language based learning difference. Without a strong strategy to create a solid foundation for writing, this can become an almost impossible task.

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1. How can teachers modify teaching writing for students with language based learning differences?
2. What challenges do teachers experience in modifying instruction for this audience?
3. How much do comprehension and reading strategies play a role in writing strategies?

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While there are many different types of strategies for developing cohesive academic writing, it is important to choose the correct one based on the needs of the student. The strategies vary from ones that can be implemented at the elementary level to those that can be used at a post-secondary setting.