Analyzing and Remediating Writing Disabilities

Abstract

Copying is a component of learning to write. But persons may be able to copy words while being linguistically incapable of communicating through writing. Communicative writing samples can be elicited by identifying problems which motivate students to write messages. Three techniques for analyzing generative writing samples are explained. 1)Irregularities in the samples can be plotted with reference to grammatical accuracy and impact on comprehension. Clusters of errors are then interpreted as indications of writing disabilities. 2)An attitude toward writing inventory can elicit negative feelings toward instructional strategies. The results can differentiate persons who are frustrated by instructional strategies from persons who are linguistically disabled. 3)In a restoration exercise, children attempt to supply words deleted from passages that they have written. The restoration technique can indicate linguistic writing disabilities by confirming whether students can replicate the generation of grammatically and semantically appropriate words in their own writing. Samples of remedial exercises that would be appropriate for persons with specific writing disabilities are then elaborated. Together, the diagnostic and remedial procedures constitute a coherent approach to identifying and treating writing disorders.

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