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The Connections Between Writing, Knowledge Acquisition, and Reading Comprehension

By Judith C. Hochman and Natalie Wexler, Perspectives on Language and Literacy Last updated 2024/05/27
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Description

In this International Dyslexia Association Perspectives article, Judith C. Hochman and Natalie Wexler discuss why writing is challenging and how educators can teach these skills effectively to their students. They discuss sentence-level activities, embedding writing instruction in content knowledge, and how to prepare students for lengthier writing.

Curriculum Connection

1. Curriculum Context
This article supports teaching multiple specific expectations within the Overall Expectations of B3. Language Conventions of Writing, D1. Developing Ideas and Organizing Content, and D2. Creating Texts. It discusses the explicit instruction of writing skills at the sentence level to planning for lengthier writing pieces.
Grade(s): 1 2 3 4 5 6 7 8 9
Topic(s): Explicit Instruction

1 Comment

  1. Superb article. Great information shared, like ‘start at the sentence level’, support the building of knowledge and more. It is also important to ensure educators focus on planning because with learning disabilities are less likely to plan out their work. There is so much teachers can do to support the development of proficient writing, but to also ease the stress and anxiety involved with writing for many students.

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