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They All Have Something to Say

They All Have Something to Say THEY ALL HAVE SOMETHING TO SAY: HELPING LEARNING DISABLED STUDENTS WRITE Shirley S. Schwartz Charles A. MacArthur Presents a process approach to writing instruction that emphasizes communicative purpose and problem solving. "I' m going to be a writer! I hear the words in my head wanting to come out. I get the words out into stories, poems, and sometimes fairy tales. I'm going to be a writer!" Kyja , a fifth-grade learning disabled student, is one of many students wh o have been introduced to writin g as a wa y of inform- ing, entertaining, and persuading others. In her classroom, writing is not an exercise to develop difficult skills, but a means to com- municate her experiences, express her feelings, think about her ideas, and create fantasy worlds. She writes for her peers, her parents, her teacher, and herself. She learns that she has something to say, that the words are "i n her head wanting to come out." Kyja's teacher has adapted a process approach to writing instruction for her special needs learners. It is an instructional pro- gram that seems particularly well suited to learning disabled stu- dents because it takes into account the individual needs http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

They All Have Something to Say

Schwartz, Shirley S.; MacArthur, Charles A.
Academic Therapy , Volume 25 (4): 13 – Mar 1, 1990
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References (8)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345129002500409
Publisher site
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Abstract

THEY ALL HAVE SOMETHING TO SAY: HELPING LEARNING DISABLED STUDENTS WRITE Shirley S. Schwartz Charles A. MacArthur Presents a process approach to writing instruction that emphasizes communicative purpose and problem solving. "I' m going to be a writer! I hear the words in my head wanting to come out. I get the words out into stories, poems, and sometimes fairy tales. I'm going to be a writer!" Kyja , a fifth-grade learning disabled student, is one of many students wh o have been introduced to writin g as a wa y of inform- ing, entertaining, and persuading others. In her classroom, writing is not an exercise to develop difficult skills, but a means to com- municate her experiences, express her feelings, think about her ideas, and create fantasy worlds. She writes for her peers, her parents, her teacher, and herself. She learns that she has something to say, that the words are "i n her head wanting to come out." Kyja's teacher has adapted a process approach to writing instruction for her special needs learners. It is an instructional pro- gram that seems particularly well suited to learning disabled stu- dents because it takes into account the individual needs

Journal

Academic Therapy – SAGE

Published: Mar 1, 1990

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