TY - JOUR
T1 - Why children with dyslexia struggle with writing and how to help them
AU - Hebert, Michael
AU - Kearns, Devin M.
AU - Hayes, Joanne Baker
AU - Bazis, Pamela
AU - Cooper, Samantha
N1 - Funding Information:
Support for this research was provided by the National Institutes of Health Grant 1R37HD090153-01A1 (awarded to Haskins Laboratory). The content herein does not represent the views of the agency.
Publisher Copyright:
© 2018 American Speech-Language-Hearing Association.
PY - 2018/10
Y1 - 2018/10
N2 - Purpose: Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function—all of which can be difficult for children with dyslexia and result in poor spelling and low overall writing quality. In this article, we describe the challenges of children with dyslexia in terms of the simple view of writing and instructional strategies to increase spelling and overall writing quality in children with dyslexia. Method: For spelling strategies, we conducted systematic searches across 2 databases for studies examining the effectiveness of spelling interventions for students with dyslexia as well as including studies from 2 meta-analyses. To locate other instructional practices to increase writing quality (e.g., handwriting and executive function), we examined recent meta-analyses of writing and supplemented that by conducting forward searches. Results: Through the search, we found evidence of effective remedial and compensatory intervention strategies in spelling, transcription, executive function, and working memory. Some strategies included spelling using sound-spellings and morphemes and overall quality using text structure, sentence combining, and self-regulated strategy development. Conclusions: Many students with dyslexia experience writing difficulty in multiple areas. However, their writing (and even reading) skills can improve with the instructional strategies identified in this article. We describe instructional procedures and provide links to resources throughout the article.
AB - Purpose: Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function—all of which can be difficult for children with dyslexia and result in poor spelling and low overall writing quality. In this article, we describe the challenges of children with dyslexia in terms of the simple view of writing and instructional strategies to increase spelling and overall writing quality in children with dyslexia. Method: For spelling strategies, we conducted systematic searches across 2 databases for studies examining the effectiveness of spelling interventions for students with dyslexia as well as including studies from 2 meta-analyses. To locate other instructional practices to increase writing quality (e.g., handwriting and executive function), we examined recent meta-analyses of writing and supplemented that by conducting forward searches. Results: Through the search, we found evidence of effective remedial and compensatory intervention strategies in spelling, transcription, executive function, and working memory. Some strategies included spelling using sound-spellings and morphemes and overall quality using text structure, sentence combining, and self-regulated strategy development. Conclusions: Many students with dyslexia experience writing difficulty in multiple areas. However, their writing (and even reading) skills can improve with the instructional strategies identified in this article. We describe instructional procedures and provide links to resources throughout the article.
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U2 - 10.1044/2018_LSHSS-DYSLC-18-0024
DO - 10.1044/2018_LSHSS-DYSLC-18-0024
M3 - Article
C2 - 30458545
AN - SCOPUS:85055482506
VL - 49
SP - 843
EP - 863
JO - Language, Speech, and Hearing Services in Schools
JF - Language, Speech, and Hearing Services in Schools
SN - 0161-1461
IS - 4
ER -