Handwriting and spelling deficits are common struggles experienced by children with specific learning disabilities (SLD), but there is little evidence on interventions that target these areas for children with SLD. To systematically review the research investigating the effectiveness of handwriting and spelling interventions for children with SLD.…

This qualitative study focused on educators' perspectives of teaching students with dysgraphia. Dysgraphia can be referred to as a specific learning disorder (SLD) in writing and includes difficulties with handwriting, spelling, and/or composition skills. To explore the educators' experiences, an interpretative phenomenological analysis method was…

With the recent advances in learning technologies, researchers are exploring the benefits of touch-based applications to reinforce handwriting skills in children with writing difficulties. One of the reasons for writing difficulties is the lack of fine motor skills. Hence, an Android application was developed for children with writing difficulties…

Difficulties with two critical transcription skills, handwriting and spelling, can hinder acquisition and use of simple sentences during writing for elementary students. This preliminary investigation used a framework of data-based individualization to adapt and study effects of a multi-component intervention designed to teach simple sentence…

Purpose: The purpose of this narrative review of the literature is to provide a description of intensive interventions for elementary grade students with dyslexia, students with learning disabilities, and students with intensive reading and writing needs. Method: First, we provide a brief overview of response to intervention. Second, we explain…

A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types…

Problems with handwriting can negatively impact the writing of students with learning disabilities. In this article, an example is provided of a fourth-grade special education teacher's efforts to assist a new student by using a problem-solving approach to help determine an efficient course of action for special education teachers who are trying…

Students with writing difficulties and learning disabilities struggle with many aspects of the writing process, including use of sentence-level skills. This literature review summarizes results from 19 published articles that used single-case or group-experimental and quasi-experimental designs to investigate effects of intervention on the…

"Alphabetic Phonics" is an ungraded, multisensory curriculum distributed by School Specialty Intervention (formerly Educators Publishing Service) that teachers the structure of the English language and can be taught to individuals or small groups of elementary or secondary school students. This phonetic program teaches reading,…

Poor handwriting has been shown to be associated with developmental disorders such as Developmental Coordination Disorder, Attention Deficit Hyperactivity Disorder, autism, and learning disorders. Handwriting difficulties could lead to academic underachievement and poor self-esteem. Therapeutic intervention has been shown to be effective in…

At 11 years of age, English students in secondary schools are expected to make no more than five spelling errors per 100 words and write at a speed of 25 words per minute in order to cope with the curriculum. This research found that at least one third of the Year 7 cohorts (ages 11-12) in three typical suburban secondary schools were unable to…

The purpose of this study was to apply two techniques, drill activities and fine motor activities, to find whether they help improve the handwriting of a student with dysgraphia. This action research used an ABAB single subject design to find which technique worked better over an eight-week period. The results were inconclusive on which technique…

The effectiveness of a self-instructional procedure in improving and maintaining the letter-formation skills of three students (10.4 to 11.7 years old) who were learning disabled and had handwriting deficiencies was investigated. (SW)

This study investigated effects of five proofreading conditions on the spelling performance of 12 college students with learning disabilities. Conditions were handwriting with no additional assistance, with a print dictionary, and with a handheld spelling checker; and word processing with no additional assistance and with a spelling checker. All…

Research evidence is reviewed to show that transcription and working memory processes constrain the development of composition skills in students with and without learning disabilities and that in turn other processes constrain the development of transcription and working memory skills. Interventions for transcription are discussed. (Author/CR)