Sentences are “run-on” with lack of proper punctuation and capitalization
Ideas are not connected well – may include many details but lack a main idea
Student is very frustrated when it comes to written work, may avoid it as much as possible
Student can express ideas verbally very well but cannot do so in written form
Student has difficulty editing his or her work
If your child exhibits three or more of the above, then it is likely your child would benefit from our Writing Program.
Students who have difficulty with written expression often have difficulty creating mental pictures for information that they read or listen to.
In the initial assessment, this aspect of your child’s learning is carefully assessed. Many times the key to more effective written work is the ability to generate mental pictures for concepts in the first place. The Reading Foundation’s written language program is therefore often done in conjunction with or as an addition to the Discover Meaning Program.
Mental pictures add detail and cohesion to verbal statements and information. If a student does not generate mental pictures, then coming up with ideas for writing is difficult as is construction of a coherent sentence. The written language portion of the Discover Meaning Program deals directly with these issues by first teaching the student to create mental images for information. Once that is accomplished, the student can then be provided with direct instruction in creating sentences, paragraphs and essays. The goal of the program is to have the student be able to independently create an essay from the beginning – first by researching a topic, taking notes, webbing an outline, creating sentences and paragraphs that link the ideas and then editing the whole process.
Students generally require 40-60 hours to complete the program. This does not include the time they might need to complete the Discover Meaning Program in the first place.
Difficulty generating ideas for writing