SUPPORTING STRUGGLING WRITERS Erica Nishon TE 848 Summer 2013 Teaching Exploration Project Lisa Hawkins

Rationale  According to the National Assessment of Educational Progress, only “Twenty-seven percent of students at both grades 8 and 12 performed at or above the Proficient level in writing” (National Assessment of Educational Progress, 2011)  Additionally, only “Three percent of eighth- and twelfth-graders in 2011 performed at the Advanced level” (National Assessment of Educational Progress, 2011)  The topic that we will be covering is ways to support struggling writers.

Rationale  Writing skills are important for students’ success in school, higher education, and the workforce.  Every classroom has struggling writers that need various types of additional support.  There are many different ways to support students who are struggling with writing.  Writing and learning to write are very complicated processes. The following diagram demonstrates just how challenging it is to learn to write.

Beginning and Developing Writers Berninger, V. W., Abbott, R. D., Whitaker, D., Sylvester, L., & Nolen, S. B., 1995

Literature Review Ways to support struggling writers  Handwriting and Spelling Instruction  Handwriting and spelling difficulties can obstruct children’s writing (Graham, S. & Harris, K. R., 2005; Saddler, B., Moran, S., Graham, S., & Harris, K. R., 2004) having to focus on transcription interferes with and takes away from working memory, writing processes, planning, generating text, attention to quality and coherence. (Graham, S. & Harris, K. R., 2005)  Handwriting and spelling instruction improve these skills as well as sentence construction, writing output, quality of writing (Graham, S. & Harris, K. R., 2005; Saddler, B., Moran, S., Graham, S., & Harris, K. R., 2004)

Literature Review Ways to support struggling writers  Handwriting and Spelling Instruction cont. “Extra handwriting instruction for struggling writers in first grade has resulted in increased output, improved sentence writing skills, and better writing quality (see Berninger et al., 1997; Graham, Harris, & Fink, 2000; Jones & Christensen, 1999). Similar gains in writing output and sentence writing skills were obtained when struggling writers in second grade were provided with extra spelling instruction (see Berninger et at., 1998; Graham, Harris, & Fink, 2002).” (Saddler, B., Moran, S., Graham, S., & Harris, K. R., 2004, p. 4)

Literature Review Ways to support struggling writers  Self-Regulated Strategy Development (SRSD)  Students benefit from explicit, direct instruction of writing strategies. This includes modeling of strategies, think-alouds, and using mentor texts.  Scaffolding instruction allows for students to learn skills and strategies and apply them with increasing independence. This gives students the opportunity to gain knowledge and experience in a challenging manner, but not at a frustration level.  Improving students’ self-regulation skills, motivation, and attitude towards writing also support writers  The SRSD approach to teaching writing strategies incorporates direct instruction, scaffolding, allows teaching of strategies for completing an academic task, as well as self-regulatory procedures  Generalization of strategies into other content areas and other parts of writing is important for students. The SRSD approach has shown that generalization into other areas can occur. (Graham, S. & Harris, K. R., 2005; Harris, K. R., Graham, S., & Mason, L. H., 2006; Graham, S., Harris, K. R., & MacArthur, C., 2006; Helsel, L., & Greenberg, D., 2007; Lienemann, T. O., Graham, S., Leader-Janssen, B., & Reid, R., 2006; Saddler, B., Moran, S., Graham, S., & Harris, K. R., 2004)

Literature Review Ways to support struggling writers  Self-Regulated Strategy Development (SRSD) cont.  Peer support: Students can be paired or grouped together to support one another in their learning of writing strategies with the use of SRSD (Harris, K. R., Graham, S., & Mason, L. H., 2006) Based on social learning theories, students can help one another in the process of learning a demanding skill and completing challenging tasks (Harris, K. R., Graham, S., & Mason, L. H., 2006) Peers support can aid in strategy use and maintenance (Harris, K. R., Graham, S., & Mason, L. H., 2006) Peer support also enhances generalization or transfer to other areas, subjects, classes (Harris, K. R., Graham, S., & Mason, L. H., 2006)

Literature Review Ways to support struggling writers  Self-Regulated Strategy Development (SRSD) cont. “The primary goals of SRSD are to help students master the higher-level cognitive processes of composing while developing autonomous, reflective, self-regulated use of effective writing strategies. SRSD also seeks to increase the characteristics of good writing found within students' compositions, such as effective organization, adequate detail, and meaningful revisions. An additional goal of SRSD is to help students form positive attitudes about writing” (Graham, Harris, & Troia in Helsel, L., & Greenberg, D., 2007).

Literature Review Ways to support struggling writers  Technology  “Technology-supported writing can advance all phases of writing- planning, transcribing, and editing and revising using tools, which include, but are not limited to, the word processor.” (Peterson-Karlan, G., 2011)  Technology enhances motivation to write. (Sylvester, R. & Greenidge, W., 2009; Morphy, P. & Graham, S. 2012)  Technology can allow students to write for a larger audience. “When students write for a larger audience, they are much more motivated to write and tend to do their best work” (Cohen & Riel in Sylvester, R. & Greenidge, W., 2009).

Literature Review Ways to support struggling writers  Technology cont.  Technology can support students with additional needs as well as typically developing students in a variety of ways.  Examples of technology supports include word processors, digital storyboards, speech software, outlines, graphic organizers, word prediction, speech recognition, spelling and grammar check  Such technologies can increase writing speed, allow for clear, legible writing, support spelling and grammar, support planning and organizing, easy access and sharing abilities (Morphy, P. & Graham, S., 2012.; Peterson-Karlan, G., 2011; Sylvester, R. & Greenidge, W. 2009)

Literature Review The research demonstrates that there are many ways to support struggling writers. We will now look more closely at two particular strategies that can be used in the classroom- Self- Regulated Strategy Development and use of digital storytelling.

Pedagogy  Supporting Struggling Writers Strategy 1:  The SRSD Strategy: As previously described, this strategy helps students to learn new writing skills This strategy focuses on teaching a writing skill as well as self-regulation skills and motivation Teachers begin by providing students with background knowledge and discussing the strategy, its importance, and when to use it The teacher models the strategy or skill. Additionally, the teacher models self-regulating and motivational skills. Students memorize the steps of the strategy so they can easily remember it when they begin to use it The teacher scaffolds students’ learning throughout various activities Scaffolding continues until students can complete the task independently The teacher can go back to various parts of this strategy. For example, if the teacher notices that students are having difficulty during the scaffolded activities, s/he can provide more modeling. (Graham, S. & Harris, K. R., 2005; Harris, K. R., Graham, S., & Mason, L. H., 2006; Graham, S., Harris, K. R., & MacArthur, C., 2006; Helsel, L., & Greenberg, D., 2007; Lienemann, T. O., Graham, S., Leader-Janssen, B., & Reid, R., 2006; Saddler, B., Moran, S., Graham, S., & Harris, K. R., 2004)

Pedagogy  Supporting Struggling Writers Strategy 1 (cont.)-  Stages of SRSD (Graham, S., Harris, K. R., & MacArthur, C., 2006) Stage 1: background knowledge Stage 2: discuss it Stage 3: model it Stage 4: memorize it Stage 5: support it Stage 6: independent performance Modeled example of SRSD process (watch first 5 minutes): (Dowell, M., 2013)

Pedagogy  Supporting Struggling Writers Strategy 2:  Using Technology: Digital storytelling  Digital storytelling can support writers in the following ways: Supports students in creating sequential writing Supports students’ awareness in audience and purpose Enhances motivation of students (Morphy, P. & Graham, S., 2012.; Peterson-Karlan, G., 2011; Sylvester, R. & Greenidge, W. 2009)

Pedagogy  Supporting Struggling Writers Strategy 2 (cont.)-  Using Technology: Digital storytelling  Process for using digital storytelling (SEDL, 2013) Students or teacher picks a topic Students research topic and note their findings Students start by writing script describing their findings or story Emphasis on sequence and details Students read aloud to make sure it makes sense Students find supporting pictures and other visuals Students read their script along with their visuals and record Digital Storytelling Example (Scott County Schools students) Digital Storytelling Example

Works Cited (page 1 of 4)  Berninger, V. W., Abbott, R. D., Whitaker, D., Sylvester, L., & Nolen, S. B. (1995). Integrating Low- and High-Level Skills in Instructional Protocols for Writing Disabilities. Learning Disabilities Quarterly, 18(4), Retrieved July 24, 2013, from the JSTOR database.  Collins, K. & Collins, J. (1996). Strategic Instruction for Struggling Writers. English Journal, 85(6), 54. Retrieved July 17, 2013, from the Proquest database. 3/28?accountid= /28?accountid=12598  Crisswell, Donna. (2013). Presentation Rubrics, K-8: 21 st Century Skills and Common Core. Discovery Education. Retrieved July 25, storytelling?tab=people&uname=cobannon. storytelling?tab=people&uname=cobannon  Dowell, M. (2013). Martha Modeling Story Writing for SRSD. YouTube. Retrieved July 28, 2013, from  Graham, S. & Harris, K. R. (2005). Improving the Writing Performance of Young Struggling Writers: Theoretical and Pragmatic Research From the Center on Accelerating Student Learning. Journal of Special Education, 39(1), Retrieved July 17, 2013, from the EBSCO Host database. 42a c2d443cb7fb5%40sessionmgr115&vid=1&hid=117&bdata=JnNjb3BlPXNpdGU% 3d#db=eft&AN= a c2d443cb7fb5%40sessionmgr115&vid=1&hid=117&bdata=JnNjb3BlPXNpdGU% 3d#db=eft&AN=

Works Cited (page 2 of 4)  Graham, S., Harris, K. R., Fink-Chorzempa, B., & MacArthur, C. (2003). Primary Grade Teachers' Instructional Adaptations For Struggling Writers: A National Survey. Journal of Educational Psychology, 95(2), Retrieved July 22, 2013, from the Proquest database. accountid= accountid=12598  Graham, S., Harris, K. R., & MacArthur, C. (2006). Explicitly Teaching Struggling Writers: Strategies For Mastering The Writing Process. Intervention in School and Clinic, 41(5), Retrieved July 22, 2013, from the Proquest database. ccountid= ccountid=12598  Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving The Writing, Knowledge, And Motivation Of Struggling Young Writers: Effects Of Self-Regulated Strategy Development With And Without Peer Support. American Educational Research Journal, 43(2), Retrieved July 22, 2013, from the Proquest database. accountid= accountid=12598  Helsel, L., & Greenberg, D. (2007). Helping Struggling Writers Succeed: A Self-Regulated Strategy Instruction Program. The Reading Teacher, 60(8), Retrieved July 15, 2013, from the Proquest database. ccountid= ccountid=12598

Works Cited (page 3 of 4)  Lienemann, T. O., Graham, S., Leader-Janssen, B., & Reid, R. (2006). Improving The Writing Performance Of Struggling Writers In Second Grade. The Journal of Special Education, 40(2), Retrieved July 15, 2013, from the Proquest database. accountid= accountid=12598  Morphy, P. & Graham, S. (2012). Word Processing Programs and Weaker Writeres/Readers: A Meta-Analysis of Research Findings. Reading & Writing, 25(3), Retrieved July 17, 2013, from the EBSCO Host database. 4cfe0a593c7f%40sessionmgr114&vid=1&hid=117&bdata=JnNjb3BlPXNpdGU%3d#db=eft&AN = cfe0a593c7f%40sessionmgr114&vid=1&hid=117&bdata=JnNjb3BlPXNpdGU%3d#db=eft&AN =  National Assessment of Educational Progress. (2011). Summary of Major Findings. The Nation's Report Card. Retrieved July 22, 2013, from ps://angel.msu.edu/section/content/default.asp?WCI=pgDisplay&WCU=CRSCNT&ENTRY_ID=EA6 59DACDF ps://angel.msu.edu/section/content/default.asp?WCI=pgDisplay&WCU=CRSCNT&ENTRY_ID=EA6 59DACDF  Peterson-Karlan, G. (2011). Technology to Support Writing by Students with Learning and Academic Disabilities: Recent Research Trends and Findings. Assistive Technology Outcomes and Benefits, 7(1), Retrieved July 24, %2F%2Fwww.atia.org%2Ffiles%2FATOBV1N1A4.pdf&ei=Uxb4UZukFtP3yAGM4IG4Dg&usg=AFQjCNEb P1Jq-JwbZayPv5qvwdLqVC7K8Q&bvm=bv ,d.aWc %2F%2Fwww.atia.org%2Ffiles%2FATOBV1N1A4.pdf&ei=Uxb4UZukFtP3yAGM4IG4Dg&usg=AFQjCNEb P1Jq-JwbZayPv5qvwdLqVC7K8Q&bvm=bv ,d.aWc

Works Cited (page 4 of 4)  Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing Writing Difficulties: The Effects Of Planning Strategy Instruction On The Writing Performance Of Struggling Writers. Exceptionality, 12(1), Retrieved July 22, 2013, from the Taylor & Francis Online database. 2McURdpf9. 2McURdpf9  SEDL. (2013). Digital Storytelling.The SEDL National Center for Quality Afterschool. Retrieved July 27, 2013, from  Scott County Schools students. Digital Storytelling. Retrieved July 25, 2013, from  Sylvester, R. & Greenidge, W. (2009). Digital Storytelling: Extending the Potential for Struggling Writers. The Reading Teacher, 63(4), Retrieved July 22, 2013, from the Proquest database.  Wood, K. & Shea-Bischoff, P. (1997). Helping Struggling Writers Write. Middle School Journal, 28(4), Retrieved July 22, 2013, from the JSTOR database. =%2Fopenurl%3Fissn%3D %26date%3D1997%26volume%3D28%26issue%3D% 26spage%3D50%26sid%3Dmsulibraries&prevSearch=&item=1&ttl=2&returnArticleService =showFullText =%2Fopenurl%3Fissn%3D %26date%3D1997%26volume%3D28%26issue%3D% 26spage%3D50%26sid%3Dmsulibraries&prevSearch=&item=1&ttl=2&returnArticleService =showFullText