Writing

Question 1

Writing

Answer 1

Using knowledge and new ideas combined with language knowledge to create text
• Demands more cognitive resources than speaking
• WRITING PROCESS
• *Handwriting
• *Spelling
• *Executive Function
• *Text Construction
• *Memory

Question 2

Decontextualized

Answer 2

DECONTEXTUALIZED
• *Outside a conversational context

Question 3

Spelling

Answer 3

• Usually self-taught/trial and error approach
• Mature Spellers rely on:
• *Memory
• *Spelling/reading experiences
• *Phonological/semantic/morphological knowledge
• *Orthographic Knowledge/mental grapheme
representation
• *Analogy
• Spelling competes with other aspects of writing for limited cognitive energy

Question 4

Emerging literacy

Answer 4

Emerging Literacy
*Initially treat writing and speaking as separate
*Spoken and written systems converge over time.
**Speech is still more complex
Writing slowly overtakes speech *Written sentences become **Longer
**More Complex

Question 5

Writing development

Answer 5

Mature Literacy
• *Speaking and writing becomes consciously separate
• **Not achieved by all writers
• Adult writing
• *Longer, more complex sentences
• *More abstract nouns

Question 6

Stages of writing development

Answer 6

Drawing
• Prephonemic –writing has a purpose, strings of letters
with no meaningful words
• Semiphonemic – writes 1-3 letters to stand for a word sentence or idea
• Phonetic/letter name – spells words the way they sound i.e. letl for little; NIT for night
• Transitional – conform to the conventions of English writing vowels included i.e. farfit=favorite
• Conventional – basic rules of spelling are mastered

Question 7

Prephonemic

Answer 7

Prephonemic –writing has a purpose, strings of letters
with no meaningful word

Question 8

Semiphonemic

Answer 8

Semiphonemic – writes 1-3 letters to stand for a word sentence or idea

Question 9

Phonetic / letter name

Answer 9

Phonetic/letter name – spells words the way they sound i.e. letl for little; NIT for night

Question 10

Transicional

Answer 10

Transitional – conform to the conventions of English writing vowels included i.e. farfit=favorite

Question 11

Conversational

Answer 11

Conventional – basic rules of spelling are mastered

Question 12

Writing developmental cont
Spelling

Answer 12

Spelling
• *Preliterate attempts
• *Scribbling and drawing
• *Phoneme-grapheme knowledge and letter names
• *Most shift from a phonological strategy to a mixed one between 2nd and 5th grade
• *Adults spell in different ways

Question 13

Writing development
Executive function

Answer 13

EXECUTIVE FUNCTION
• *Develop cognitive abilities needed for mature writing in early childhood (frontal lobes)
• *Young writers need guidance in planning and revising
• *Improved long-term memory improves composition quality

Question 14

Writing development
Executive function

Answer 14

TextGeneration
• Early text lacks cohesion and uses structures
repeatedly
• Mature writers use more variety
• Written narratives emerge before expository texts
• In adolescence, expository writing increases in
• **Length
• **MLU
• **Relative Clause Production
• **Use of transition

Question 15

Writing problems
Deficit in spelling

Answer 15

Deficits in Spelling
• **Problems with phonological processing and
phoneme-grapheme information
• **Poor spellers may rely on visual matching skills and phoneme position r

Question 16

Writing problems
Deficits in executive function

Answer 16

Deficits in Executive Function
• ** Students with LD have little planning
• **Produce and elaborate little
• **Ineffective revisions
• **Poor error detection
• **Difficulty making cha

Question 17

Writing problem
Deficit in text generation

Answer 17

Deficits in Text Generation
• Narratives of children with LD
• **Shorter, less complex sentences
• **Shorter and fewer episodes
• **Fewer details
• **Fail to consider the listener

Question 18

Writing problem
Children with LI

Answer 18

Children with language impairment
• ** Little thought or organization

Question 19

Writing problems
Children with LD

Answer 19

Children with LD
• **Difficulty using morphological ending

Question 20

Assessment of developmental writing

Answer 20

WritingSamples
• *Use a portfolio
• Narratives are best for young children
• Older children can write expository texts
• Executive function is best measured within writing tasks
• Writing can be analyzed on several levels
• **Textual
• **Linguistic
• **Orthographic

Question 21

Assessment of developmental writing
Spelling

Answer 21

Assessment of Spelling
• Assessed through
• **Dictation
• **Connected writing
• **Standardized Assessment
• Focus on patterns

Question 22

Assessment of text generation

Answer 22

Assessment of Text Generation
• **Total number of words and different words used
• **Word choices, sentence/clause length, coherence

Question 23

Intervention for developmental writing problems
Spelling

Answer 23

Integrated into authentic reading and writing
events
• Words selected for intervention should be individualized and reflect curriculum
• Goal is to learn strategies of spelling and rules
• Children with LD benefit from multisensory input
• Word analysis and sorting tasks can be used
• Spell checkers are not always helpful
• Wordpredictioncanreduceerrors

Question 24

Intervention for developmental writing impairments
Executive function

Answer 24

ExecutiveFunction
• Goal-Plan-Do-Review
• Choosing the topic can be motivating
• Ask questions to help focus the audience
• Executive function training plus word processing training results in larger gains

Question 25

Intervention for developmental writing impairment
Narrative text generation
Story grammar

Answer 25

• NarrativeTextGeneration
• STORYGRAMMAR
• *Common event sequences and elements of narratives
• Children may not realize they know a narrative or how to start
• Can be guided through brainstorming, story guides, prompts, acronyms
• Explicit instruction in story grammar or structure

Question 26

Intervention for developmental writing impairment
Expository text generation
EmPower

Answer 26

Expository Text Generation
• EmPOWER
• *Evaluate, make a Plan, Organize, Work, Evaluate, & Rework
• Can use prompt cards for each section
• Get feedback from peers before revising
• *SLP Mediate