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126 Speei[ic Language Disabilities task of teaching them to write clearly and effectively, even if not bril- liantly, is surely to fail them. REMEDIAL TECHNIQUES IN DEVELOPING WRITTEN EXPRESSION NORMAN W. HOWARD The development of skill in written expression in students with a specific language disability has always seemed to me of paramount im- portance, second only to the acquisition of actual reading skills. For I believe that one cannot separate honestly these two main phases of language---the receptive aspect and the expressive aspect. One fits hand in hand with the other. As one teaches reading and language interpreta- tion, he must inevitably invade the general areas of both oral and writ- ten expression. But in this discussion the main emphasis is to lie on written expression. And in my opinion, teachers of remedial or re- constructive language must begin to stress writing as soon as possible. To be sure, one could possibly discourage a student by starting too soon; but once a child can put into writing even the simplest forms of expression, I urge that he do so, despite inadequate spelling and hand- writing. Teachers should encourage writing and find reason to commend a student for his
Annals of Dyslexia – Springer Journals
Published: Dec 1, 1963
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