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Part 1: Foundational Skills

Part 2: Composition

Part 3: Consolidating Our Learning

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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think SRSD (self-regulated strategy development)

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SRSD (Self-regulated strategy development) PD for schools, led by teachers, coaches & school leaders who all saw ELA proficiency gains

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National Assessment of Educational progress. (2019). Reading assessment. Retrieved from https://nces.ed.gov/nationsreportcard/reading/

National Assessment of Educational Progress. (2012). The nation's report card: Writing 2011. Retrieved from https://nces.ed.gov/nationsreportcard/pubs/main2011/2012470.asp

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97-110). New York, NY: Guilford Press.

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The Writing Rope: the Strands that Are Woven into Skilled Writing

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Learn about the "writing rope" - a new model for understanding the interwoven elements that support writing. Get the basics on the five key strands and how to provide explicit instruction for each strand.

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Gist Statement Frames (K-2 and 2-5 Options)

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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hannah@erinkentconsulting.com

Background in Elementary Ed, Special Ed, Bilingual Ed, and TESOL

Migrant Educational Outreach Teacher

Bilingual Educator (Spanish/English)

Bilingual ICOT (Integrated Co-taught SPED)

Literacy Coordinator

Head of Student Support Services

English as a New Language (ENL)

New York/China

Cheese-maker

Traveler

Pun-lover

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https://thinksrsd.com/articles-and-books/

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Judith C. Hochman (Author), Natalie Wexler (Author), Kathleen Maloney Doug Lemov (Foreword) & 1 more

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JOSSEY-BASS The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

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Buy JOSSEY-BASS The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades by Hochman, Judith C., Wexler, Natalie, Maloney, Kathleen, Lemov, Doug online on Amazon.ae at best prices. ✓ Fast and free shipping ✓ free returns ✓ cash on delivery available on eligible purchase.

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https://thinksrsd.com/articles-and-books/

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Development

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Transcription skills and graphomotor skills have been shown in many studies to deeply impact deeper composition skills within writing. Here's a great meta-analysis to check out this connection and another that I just love because it goes over a bunch of the research behind handwriting in a concise and reader-friendly format.

From my research, Dr. Lane is correct. An OT family member of mine and several of my OT friends/colleagues will observe students in G2 and above and if they've already ingrained a nontraditional motor pathway for some or all letters to automaticity, they will not attempt an intervention (though they  will support with pencil grip, core strength development, seating, etc. if the student needs help with this). I have had a few students who had no common motor pathway in G2-G5--basically they were writing a letter/letters in a bunch of different ways and it was super laborious and frustrating for them. Those would be students who would definitely benefit from handwriting and letter formation intervention with printing because they don't have an ingrained habit.

For those students of the first type, students who already print letters in a nontraditional way automatically, the best option may actually be to teach a new motor pathway completely different from printing: CURSIVE! Now, I know this is considered "old-school" and unnecessary BUT the benefits of cursive in research are pretty convincing. Here is a great article and a few benefits:

allows students to relearn more legible writing and rewire the motor pathways more efficiently

supports students with dyslexia and dysgraphia because of the flow of writing

may support more of a "flow" due to how the letters are formed and connected

In fact, printing itself is a pretty recent invention in the early 20th century and the person who initially invented it and pushed for its use in schools, Sir Edward Johnson, actually regretted it because instead of helping students’ reading skills to improve like he thought (showed no effect), their handwriting skills actually decreased dramatically. This doesn't mean we shouldn't start with printing but there is a lot of a debate, discussion and study around this and I find it all fascinating and helpful even if it's not definitive.

All this to say, it takes about 2 years to master any new handwriting system (printing, cursive, keyboarding) so the time to start is now! It's also VERY helpful to embed this instruction and practice within phonics and encoding practice (or perhaps morphology work?) so that it's not a separate time of day.

Also, the go-to thought might be to push keyboarding for students with illegible writing BUT there's also a lot of research (here's another good one to check out) that says that writing and, in particular, handwriting supports more of the reciprocal positive relationship between reading and writing than keyboarding.

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Powerful Writing Strategies for All Students

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Powerful Writing Strategies for All Students

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Karen R. Harris (Author), Steve Graham (Author), Linda Mason (Author), Barbara Friedlander (Author) & 1 more

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Powerful Writing Strategies for All Students

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Powerful Writing Strategies for All Students : Harris, Karen R., Graham, Steve, Mason, Linda, Friedlander, Barbara: Amazon.ae: Books

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This is one on my stack but hasn't come out yet!

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This is one on my stack but hasn't come out yet!

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Executive Skills and Writing Instruction: Developing Self-Regulated, Thinking Writers

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Students learn to write well by developing fundamental literacy skills—and also by knowing how to get started, stay on track, and persist toward meaningful goals. From leading science-of-writing expert Leslie E. Laud, this is the first book that helps K–12 educators harness the power of executive skills in evidence-based writing instruction.