Symposium Chair: Gary A. Troia, Ph.D., CCC-SLP, Associate Professor, Michigan State University
In this presentation, Dr. Troia will identify grade-level writing expectations in the K-12 Common Core State Standards that may present difficulty for students with learning disabilities, as well as research-based writing intervention and assessment practices that can help students attain these challenging standards. He will discuss how such practices can be implemented within a multi-tiered system of supports using a learning progressions developmental framework.
Evidence-Based Writing Instruction and Assessment Practices for Students with Learning Disabilities and Dyslexia
Gary A. Troia, Ph.D., CCC-SLP, Associate Professor, Michigan State University
In this presentation, Dr. Troia will identify grade-level writing expectations in the K-12 Common Core State Standards that may present difficulty for students with learning disabilities, as well as research-based writing intervention and assessment practices that can help students attain these challenging standards. He will discuss how such practices can be implemented within a multi-tiered system of supports using a learning progressions developmental framework.
Multi-modal Writing Assessments within a Multi-Tiered System of Supports
Natalie G. Olinghouse, Ph.D., Associate Professor, Educational Psychology, Department and a Research Scientist in the Center for Behavioral Education and Research, University of Connecticut
In this presentation, Dr. Olinghouse will identify the common writing difficulties exhibited by students at-risk for and identified with writing disabilities. She will demonstrate the use of a writing assessment framework that includes diverse writing assessment methods and data for use within a multi-tiered system of supports. Dr. Olinghouse will cover a range writing processes, skills, and dispositions to be assessed in the presentation.
Using Peer Assisted Strategies to Improve Writing Outcomes for Kindergarten Children
Cynthia Puranik, PhD, CCC-SLP, Associate Professor, Department of Communication Sciences and Disorders, Georgia State University
In this presentation, Dr. Puranik will describe the results of the 3-year study where the primary goal was to develop a writing intervention using peer-assisted learning strategies to teach writing skills (e.g., handwriting, spelling, sentence composing) to kindergarten children (PAWS). In year 1, instruction took place in small groups with research assistants as instructors. Results indicated that children receiving the instruction outperformed the control children on important transcription skills: alphabet writing fluency and spelling. Furthermore, preliminary results indicated that PAWS had an impact on students’ reading skills. In year 2, instruction was conducted in whole classes by research assistants to determine if PAWS was more effective as Tier 1 core instruction versus a Tier 2 supplemental intervention. Finally, in year 3, teachers implemented PAWS in their classes. Results from years 2 and 3 are currently being analyzed and will be presented. Educational implications and recommendations will be discussed.