Strategies for improving the written expression of primary children with poor writing skills

a sociocognitive perspective

Marion Hess, Kevin Wheldall

Research output: Contribution to journalArticle

Abstract

This review examines the literature on strategies for improving the written expression of primary aged children with poor writing skills, from a sociocognitive perspective. The specific difficulties such children may experience are examined and research advocating a sociocognitive approach to help remediate their problems is described. Skill in writing depends partly on the author's ability to plan as well as manage the process of composition. Research is reviewed which describes some specific planning strategies such as the story web, the use of drama and drawings, and explicit instruction. Self‐regulation strategies are also described as a means of helping students internalise planning and reflective strategies. There is a clear consensus that teachers should also give specific instruction to children with poor writing skills.
Original languageEnglish
Pages (from-to)14-20
Number of pages7
JournalAustralian Journal of Learning Difficulties
Volume4
Issue number4
DOIs
Publication statusPublished - Dec 1999

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