Sonya's Inquiry

After the scanning phase, we discussed as a team some of the barriers that we felt hinder our students writing ability.

• not knowing what to write about
• the mechanics of writing
• Poor oral language skills

After looking at the needs of the target students who were in my writing group I found the above were the most common barriers.  Ashea, due to his Autism, finds the mechanic of writing hard and will often sit trying to work out what to write about.

Bradley also finds it difficult to write.  But listening to him speak it is clear that spoken Oral language is his difficulty.

For D'Angelo spoken language was also an issue.  Progress has been compounded by poor attendance and I suspect immersion in an overseas foreign language school where he says it was very hard to communicate with others.

Therefore, my big question is

'How I can capitalise on Oral language Activities to support Achievement in Writing'.

Research Referred to

The Centre for Development of Learning http://www.cdl.org/language/
Explains the link between Reading, Writing and Oral Language

https://www.tcdsb.org/ProgramsServices/SpecialEducation/Speech/Documents/The%20Link%20Between%20Oral%20Language%20and%20Reading.pdf

http://go.grapeseed.com/rs/216-LZY-073/images/GrapeSEED%20WhitePapers.pdf

Initial Data

Bradley

Ashea

D'Angelo

Final Data collected to be analysed.

Bradley

Ashea

Ashea

D'Angelo