Written+Expression

=Written Expression=

Definition and Implications (CDE)
Just as letter identification, phonemic blending, and decoding problems constrain reading comprehension, so do handwriting, phonemic segmenting, and spelling affect written expression (Fletcher, Lyon, Fuchs, & Barnes, 2007). It should be noted that the two processes are not completely parallel. To produce written work, letter forms and written words must be retrieved from memory during the writing process. Before children can give attention to planning, organizing, and constructing written pieces, they must first automatize basic writing skills including handwriting fluency and legibility, and spelling.

Handwriting and spelling difficulties can have serious, negative consequences for written expression, including a result in misinterpretation of the writer’s meaning, producing negative perceptions about the writer and the quality of the written work, interference with the composing process because the writer’s memory resources are overloaded with penmanship and spelling, and most importantly, student avoidance of writing, which further constrains writing development (Fletcher, Lyon, Fuchs, & Barnes, 2007).

Definition and Implications (Handwriting)
By the end of first grade, typically-developing children can name all the upper case and lower case alphabet letters presented in random order and can write dictated letters in both cases accurately from memory. This skill is an integration of orthographic codes (the form of the letter) phonological codes (the name of the letter) and graphomotor codes (output).

The automaticity of letter retrieval and production has the biggest affect on beginning writing development and is the best predictor of written composition fluency, content, and organization. Automatic letter formation and retrieval must be intact before students can attend to composition.

Definition and Implications (Spelling)
Spelling is referenced in the definition of dyslexia adopted by the International Dyslexia Association’s Board of Directors in 2002 and is used by the National Institute of Child Health and Human Development. “Dyslexia is. . . characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities” (Lyon, Shaywitz, & Shaywitz, 2003).

Spelling is highly related to both reading and writing development. A solid research base shows that learning to spell enhances the reading and writing of all students. If spelling is not explicitly taught, spelling achievement can drop significantly while reading comprehension stays at an average level.

Probes

 * Story starters
 * [|Curriculum Based Measurement: Directions for Administering and Scoring CBM Probes in WRITING] - Jim Wright