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Why children with dyslexia struggle with writing and how to help them

Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on...
Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function-all of which can be difficult for children with dyslexia and result in...
Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function-all of which can be difficult for children with dyslexia and result in poor spelling and low overall writing quality. In this article, we describe the challenges of children with dyslexia in terms of the simple view of writing and instructional strategies to increase spelling and overall writing quality in children with dyslexia. Method: For spelling strategies, we conducted systematic searches across 2 databases for studies examining the effectiveness of spelling interventions for students with dyslexia as well as including studies from 2 meta-analyses. To locate other instructional practices to increase writing quality (e.g., handwriting and executive function), we examined recent meta-analyses of writing and supplemented that by conducting forward searches. Results: Through the search, we found evidence of effective remedial and compensatory intervention strategies in spelling, transcription, executive function, and working memory. Some strategies included spelling using sound-spellings and morphemes and overall quality using text structure, sentence combining, and self-regulated strategy development. Conclusions: Many students with dyslexia experience writing difficulty in multiple areas. However, their writing (and even reading) skills can improve with the instructional strategies identified in this article. We describe instructional procedures and provide links to resources throughout the article.
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‘No to Failure’ Final Report

The Dyslexia-SpLD Trust has published the 'No to Failure' project Final Report. This follows a 2-year campaign to demonstrate...
The Dyslexia-SpLD Trust has published the 'No to Failure' project Final Report. This follows a 2-year campaign to demonstrate and communicate the impact of specialist teaching support for children and young people with Dyslexia or specific learning difficulties (SpLD)...The...
The Dyslexia-SpLD Trust has published the 'No to Failure' project Final Report. This follows a 2-year campaign to demonstrate and communicate the impact of specialist teaching support for children and young people with Dyslexia or specific learning difficulties (SpLD)...The 'No to Failure' project was also a catalyst, instrumental in the Government commissioning of Sir Jim Rose's Review of Dyslexia Provision. This review is welcomed by The Dyslexia-SpLD Trust as an important step towards understanding and improving national provision for pupils with Dyslexia-SpLD.
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Why children fail to read

This article was written in relation to the Dyslexia Debate - “Labelling children to place them into fixed categories...
This article was written in relation to the Dyslexia Debate - “Labelling children to place them into fixed categories is always risky and calls for a separate discussion. Meanwhile, this debate has at least highlighted the question of how,...
This article was written in relation to the Dyslexia Debate - “Labelling children to place them into fixed categories is always risky and calls for a separate discussion. Meanwhile, this debate has at least highlighted the question of how, so-called, ‘within the child’, inherited characteristics associated with dyslexia might be disentangled from reading difficulties associated with environmental factors ‘outside the child’, such as, poor quality teaching, weaknesses in parenting, disadvantageous socio-economic circumstances, or a sticky mix of all these conditions that obstruct learning to read.”
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