The majority of research on the relationship between phonological awareness and written language focuses on demonstrating the influence of the former on the latter. However, the aim of this study is to analyse the effects of an Early Years written language programme on phonological awareness. The sample comprises 56 Spanish children aged 5-7 who…

Students in Ginger Berninger's research studies "showed significant improvement in their reading and writing" after using these lessons--now available to teachers for the first time ever in one convenient book! A state-of-the-art set of lesson plans that can be used for differentiated instruction of students with dysgraphia, dyslexia, and OWL LD,…

An elementary school teacher relates a method of teaching handwriting through grouping letters into families. The Hanover method, said to be particularly appropriate for children with learning disabilities, is described and examples given. (CL)

Practical steps for remediating cursive handwriting difficulties focus on the five elements of spacing, speed, slant of letters, letter size, and letter shape. (JW)

Examines ERIC documents that discuss some of the writing problems of learning disabled students. Suggests classroom instructional strategies to help the learning disabled student best overcome his or her specific difficulty. (HTH)

Students with learning disabilities (LD) often experience difficulties in writing fluently and using a diversity of words. To help these students, specific and effective writing strategies must be incorporated into instruction and demonstrated to them through modeling. This study examined the effectiveness of using a story map and story map…

The authors apply the statement-pie approach (in which the reader is trained to look for the two major categories of concepts--the statement or major topic of the passage, and the information which supports the statement) to the teaching of reading and writing skills to elementary level mildly handicapped students. (SB)

The article presents six remedial handwriting activities which address a variety of deficits commonly affecting the handwriting of learning disabled (LD) students. Each activity is presented with a rationale, step-by-step instructions, exemplary worksheets as necessary, and suggestions for teaching. In the "Coin Challenge" students learn correct…

The study compared stories written on either a word processor or handwritten by 15 children (ages 8-12) with learning disabilities. Use of the word processor resulted in fewer spelling errors for children with severe spelling problems and longer stories for children having problems with the mechanics of the writing task. (Author/DB)

Describes program alternatives in science for students with learning disabilities and their implications for reading and writing. Reviews opportunity to learn, the science performance of students with learning disabilities, science textbook instruction, literacy and science, and alternatives to read-dependent science programs. Presents an…

A simply-constructed letter-writing template can help learning-disabled elementary students (or other students with writing problems) overcome concern about proper form and concentrate on content and communication skills. School and home activities to reinforce skills include writing to pen pals, writing for free or inexpensive materials, and…

A study examined the effectiveness of a highly explicit, teacher-directed instructional routine used to teach three planning strategies to 20 fourth-fifth graders with learning disabilities. In comparison to peers who received process writing instruction, those taught goal setting, brainstorming, and organizing spent more time planning stories and…

The article reviews the research on composition and transcription writing skills conducted with elementary-aged learning-disabled students and published during the last five years. Conclusions are drawn concerning the influence of: text production method, specific interventions, text structure knowledge, word presentation form, and…

Explains how a hermit crab, the classroom pet for a class of learning disabled elementary level students, stimulated various writing-related activities, including categorizing, information gathering, and poetry writing. (MM)

Explicates the principles underlying whole-language theory and practice to reduce misunderstandings and misapplications and to help teachers of students with learning disabilities provide rich literacy learning experiences for their students. (RS)