ABSTRACT
Chapter 5 defines writing as a thinking process, with a focus on expository writing and its relationship to reading. Writing skill is an expectation in every language arts curriculum in school and an essential component of overall literacy. For clients in educational therapy, writing deficits often signal deficits in language processing, vocabulary development, and executive function. Writing support and remediation of writing deficits must be woven into every aspect of the treatment plan. The chapter presents profiles of typical writers who are referred for educational therapy, and begins with methods of gathering and interpreting initial data on these writers. Causes of writing difficulty are explored. The grammar foundation is discussed, along with the positive impact of grammar analysis on the client’s overall analytic and expressive language skills. The chapter highlights the importance of selecting and analyzing models of good writing. Specific feedback techniques are presented, along with specific writing activities that are geared to making writing doable for even the most resistant writer. The impact of writing on cognitive development is linked to constructs in executive function, such as self-regulation. At-Home applications are included to get the whole family engaged in writing. This link to the familiar is meant to promote confidence, fluency, and, ultimately, progress.
