ABSTRACT
Being concerned with disorder of written expression, this chapter firstly outlines the components of writing, comprising spelling, grammar and punctuation/capitalisation, and written composition. Next, disorder of written expression is defined in terms of correct spelling and grammar, accuracy of punctuation, and clarity and organisation of written expression. Estimates of the prevalence of the disorder are provided. Causal factors are examined in relation to problems with spelling, and difficulties producing correct punctuation and capitalisation, written grammar, and written expression. Assessments are discussed regarding spelling accuracy, grammar, and punctuation, and writing composition. Provision is then considered. For spelling this involves multi-sensory aspects, Directed Spelling Thinking Activity, and target words. Turning to grammar, provision includes direct teaching, modelling, and the use of the learner’s own writing. Punctuation and capitalisation provision is represented by approaches that are systematic, based on assessments, adjusted according to individual needs, and that combine explicit teaching with opportunities for application. Provision for writing composition includes developing self-regulation strategies, reducing task demands, frameworks for writing, writing for a purpose, teaching both reading and writing combined, and computer-aided learning. How all this translates into curriculum and assessment, pedagogy, resources, therapy, and organisation are outlined.
