TeachingLD provides answers to common questions about teaching students with learning disabilities. We solicit questions (submit your own question), select those that are of general interest, and ask professionals with expertise about those specific aspects of learning disabilities to summarize—in practical terms—the research relevant to those questions. The Editors of TeachingLD have been supported by the un-compensated assistance of people with substantial knowledge and experience in preparing answers.
As Expert Connection features are replaced by subsequent questions (and answers), the previous questions are moved to an archive. By coming to this page you can find features that have appeared previously as well as the current one. They are shown below the current entry.
Expert Connection Archives
Q:What are the most effective methods for teaching handwriting to students with disabilities? - Alyson from Columbus, OH
Handwriting is often an overlooked aspect of instruction that is still so vital to students, so this is a great question Alyson! We've enlisted a past DLD President, Dr. Linda Mason of George Mason University, to help you determine the best tactics for teaching handwriting to your students. Thank you to Linda for her help! - Peggy & Alex, TeachingLD.org
A:Students with disabilities often have difficulty with handwriting (Graham, 1990). This less addressed domain of writing instruction is important, as handwriting difficulties interrupt composition processes, interfere with intended messages, and limit writing development (Graham et al., 2008). In addition, difficulties with handwriting may lead a student to avoid writing, and to believe they cannot write. Given the potential negative impact of poor handwriting skills, students with disabilities benefit from handwriting instruction that teaches ways for writing letters and words legibly and fluently.
Handwriting instruction generally begins in kindergarten and continues through Grade 3. Seven principles for handwriting instruction have been recommended (Graham, 1999; Mason, Harris, & Graham, 2013).
- Organization: Helping Students Acquire Organizational Strategies—Karen Rooney
- Writing Essay Answers: An Overview of The Strategic Writing Approach—Linda Mason
- Transition 1: What Laws Affect Transition?—Jennifer Lindstrom
- Transition 2: What Services are Available?—Jennifer Lindstrom
- Transition 3: What Skills do Students Need?—Jennifer Lindstrom
- What Should We Look for in Good Reading Software?—Joseph Torgesen
- What Growth Should Kids Make on CBM Measures?—Lynn Fuchs
- What Does Responsiveness to Intervention Mean for Me?—Douglas Fuchs
- "Highly Qualified" Teachers: What Does it Mean for Me?—Bonnie Billingsley
- Curriculum-Based Measures: Are There Ways to Use CBM in Content Areas?—Christine Espin
- Phonological Skills: Which Ones Really Matter the Most?—Paige Pullen
- Memory: What Can Teachers do to Help Students Remember Things?—Frederick Brigham
- Self-questioning in Reading— Sheri Berkeley
- Selecting Useful Data for Teaching—Laura Berry Kuchle