Writing Strat.

STRATEGY NAME: Fernald technique

SKILL AREA: Spelling and Vocabulary

STRATEGY: The Fernald technique is a procedure that combines the visual, auditory, kinesthetic, and tactile modes of learning. Some have called this the VAKT approach. It is used with LD kids to teach spelling and vocabulary words. These are the procedures used in this approach.

	1. The teacher will write the word to be learned in large letters on the board, saying the word as she writes it.
	2. The child will write the word on a card using a crayon. He also says the word as he is writing it.
	3. The child traces the letters with the forefinger of his dominant hand, while saying the word and each of its letters. He does this a minimum of three times.
	4. The child stands up and traces the word in the air, saying the word aloud and its letters.
	5. With a partner, they trace the word on each other’s backs 3 times.
	6. He traces it on his hand 3 times.
	7. He takes a paper and writes the word, writing and saying the word aloud. He can use model word if he needs help remembering it.
	8. Without the model, he writes the word, writing and saying the word aloud. He then checks his writing by looking at the model.
	9. If the child is unable to write the word in step eight, he should repeat the process.

SOURCE: Dr. Linda Reetz, University of South Dakota, Handbook for Sped 731.

STRATEGY NAME: Modality Testing

SKILL AREA: Spelling review

STRATEGY: Modality testing is an unproven way to test a child’s learning style in spelling. The student is tested to find 40 unfamiliar spelling words. These words are separated into five groups of eight words. The teacher then teaches each group of words in a different fashion, teaching two words in each mode each day. Test at the end of each day and at the end of the five days. The number of words retained after five days in each modality group shows a child’s learning strengths.

	1. Auditory-Vocal- Teacher spells word out loud and child spells word out loud.
	2. Auditory-Motor- Teacher spells word out loud. Child writes word on paper.
	3. Visual-Motor- Teacher shows the word on a flashcard. Child orally spells word.
	4. Visual-Motor- Teacher shows the word on a flashcard. Child writes word on paper.
	5. Multisensory- Teacher shows the word on a flashcard,. Child spells it out loud. Child spells word and writes it on paper.

SOURCE: Dr. Linda Reetz, University of South Dakota, Handbook for Sped 731

STRATEGY NAME: COPS

SKILL AREA: Editing

STRATEGY:

C= Capitalization: Have I capitalized the first word and proper nouns?

O= Overall appearance: How is the overall appearance?

Spacing, legibility, indention, neatness, complete sentences

P= Punctuation: Have I put in commas, semicolons, and end punctuation?

S= Spelling: Have I spelled all the words correctly?

	L= Look: Does it look right?
	S= Sound: Can I sound it out?
	D= Dictionary: Have I used the dictionary?

SOURCE: Dr. Linda Reetz, University of South Dakota, Handbook for Sped 731.

Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Schumaker, J. B., Nolan, S. M., and Deshler, D.D. (1985). Learning strategies curriculum: The error monitoring strategy. Lawrence, KS: University of Kansas Institute for Research in Learning Disabilities.

STRATEGY NAME: SCAN

SKILL AREA: Revising

STRATEGY: SCAN procedure

	S= Does it make sense?
	C= Connected to what I believe.
	A= Add more.
	N= Note errors.

SOURCE: Dr. Linda Reetz, University of South Dakota, Handbook for Sped 731

STRATEGY NAME: Writing Process

SKILL AREA: Writing

STRATEGY: Many writing activities could fall in this area from report writing to letter writing to someone about a topic being studied in a class. It could also be accomplished as in writing a book report.

STEP 1- Prewriting

This includes selecting a topic, purpose, audience, form of composition, brainstorming (mapping), and collecting information about the topic (watching, remembering, interviewing, reading).

STEP 2- Composing

This is where the child prepares the draft. It is recommended to write on every other line. Information could be gathered into various graphic organizers to aid in the composing process. Emphasis should be on content, not mechanics.

STEP 3- Revising

This is where the student adds to or perfects the content of the writing. The points are explored further or ideas are elaborated. Students might serve as editors for peers.

STEP 4- Editing

This is where the student fixes the mechanics of writing such as the spelling, punctuation, phrasing, handwriting, etc. Read word-by-word to find errors. Use COPS strategy.

STEP 5- Publishing

This is where the student shares the information with others. This can be in the form of oral report, newspaper, or booklet. Not all pieces are published.

SOURCE: Dr. Linda Reetz, University of South Dakota, Handbook for Sped 731.

Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

STRATEGY NAME: PLEASE

SKILL AREA: Paragraph writing

STRATEGY:

	1. P - Pick a topic, an audience, and the appropriate textual format.
	2. L - List information about the topic to be used in sentence generation, ongoing evaluation, and organizational planning.
	3. E - Evaluate if the list is complete and plan how to organize the ideas that will be used to generate supporting sentences.
	4. A - Activate the paragraph with a short and simple declarative topic sentence.
	5. S - Supply supporting sentences based on items from the list.
	6. E - End with a concluding sentence that rephrases the topic sentence, and evaluate the written work for errors in capitalization, punctuation, spelling, and appearance.

SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Welch, M., and Link, D. P. (1989). Write, P.L.E.A.S.E.: A strategy for efficient learning and functioning in written expression (videocassette). Salt Lake City: University of Utah, Department of Special Education, Educational Tele-Communications.

STRATEGY NAME: TOWER

SKILL AREA: Theme Writing

STRATEGY: This strategy should be used when greater written expression demands are placed on students. This will work well when students must write themes and reports.

	T= Think about content (that is, title, major subtopics, and details)
	O= Order topics and details.
	W= Write the rough draft.
	E= Look for errors (use COPS).
	R= Revise/rewrite

SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

STRATEGY NAME: HOW

SKILL AREA: Written work appearance

STRATEGY: This strategy can be used to improve the appearance of written work and remind students how a composition should look.

	H= Heading (Include name, date, subject, and page number if needed).
	O= Organized (Start on front side of paper, include a left and right margin, have at least one blank line at the top and at the bottom, and space well.)
	W= Written neatly (Write words or numbers on the line, form words or numbers clearly, and neatly cross out or erase errors.)

SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

STRATEGY NAME: DEFENDS

SKILL AREA: Written expression

STRATEGY: This strategy is for use in a paper which defends a position.

D= Decide on your exact position.

E= Examine the reasons for you position.

F= Form a list of points that explain each reason.

E= Expose your position in the first sentence.

N= Note each reason and supporting points.

D= Drive home the position in the last sentence.

S= SEARCH for errors and correct.

S= See if it makes sense.

E= Eject incomplete sentences.

A= Ask if it is convincing.

R= Reveal COPS errors and correct.

	C= Capitalization
	O= Overall appearance
	P= Punctuation
	S= Spelling

C= Copy over neatly.

H= Have a last look.

SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

STRATEGY NAME: WRITER

SKILL AREA: Written expression

STRATEGY:

W= Write on every other line.

R= Read the paper for meaning.

I= Interrogate yourself using COPS questions.

C= Have I capitalized the first word and all proper nouns?

O= How is the overall appearance?

P= Have I used end punctuation, commas, and semicolons correctly?

S= Spelling

	L= Look right.
	S= Can I sound them out?
	D= Should I use a dictionary?

T= Take the paper to someone to proofread again.

E= Execute a final copy.

R= Reread your paper a final time.

SOURCE: Mercer, C. D. and Mercer, A. R. (1993). Teaching Students with Learning Problems. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.