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Remedial techniques in developing written expression

Remedial techniques in developing written expression 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 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Remedial techniques in developing written expression

Annals of Dyslexia , Volume 13 (1): 4 – Dec 1, 1963

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Publisher
Springer Journals
Copyright
1963 The Orton Society Inc.
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02653618
Publisher site
See Article on Publisher Site

Abstract

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

Journal

Annals of DyslexiaSpringer Journals

Published: Dec 1, 1963

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