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Indications from the Learner’s Writing
The writer’s work may present some or all of the following indicators:
- The pupil’s work may look very messy with many mistakes which have been crossed or rubbed out.
- The formation of letters may be grossly inaccurate.
- The spaces between words and lines may be uneven or the pupil may have failed to use the lines altogether.
- The text may be barely decipherable or entirely illegible.
- The spelling may be so poor that the text is unintelligible.
- Written material may be unacceptably brief.
- In longer texts, the ideas may be disorganised and the arguments incoherent.
- Inconsistency – is oral work good, while writing is poor? Careful assessment is required of all of a pupil’s work, not only of their written work.
- The pupil may be in some distress while writing or may be putting in a great deal of effort but still end up with poor results. Watching a pupil while they are actually writing rather than just ‘correcting’ their work afterwards is very useful. It should be evident if a pupil is having to put in an unusual amount of effort or is unhappy as they write. Are they taking a longer time than average to produce written work? [12 words per minute has been suggested as an average writing speed for 12 – 16 year olds (Dutton, 1990)]
The teacher might try choosing another pupil who is, roughly speaking, similar in ‘general brightness’ and oral ability as the child with a suspected difficulty; set those two pupils the same copying task and watch and time the pupils writing, over, say, three or five minutes. A few hundred words of easy text would be suitable. Then count how many words each copied, and compare the ‘look’ of their writing. This will give an indication of difficulties and may strengthen a teacher’s suspicions that a problem exists. This type of test is not, of course, an objective or conclusive `test’ result.
- Keeping and comparing earlier drafts of written work with the final copy produced may also be illuminating. Some pupils may produce their most original work on the first attempt – but not hand it in because it looks so untidy. But by the time they have concentrated on improving neatness and punctuation, and on correcting spelling – i.e. the form of the writing – somehow the content has diminished. They may even compound rather than correct their mistakes the more times they recopy text. Able pupils might even limit their language to suit the words they can spell.
Many learners with writing difficulties realise early on that they are in difficulty, but rather than trying and failing, to protect themselves they choose not to try at all. The cycle of poor self-esteem sets in very early, in primary school, and once started is hard to arrest or reverse. Early identification of difficulties and a rapid supportive response is important. ‘Wait and See’ is not a helpful strategy. In some cases, the very presence of behaviour difficulties is a sign of frustration which might well relate to writing difficulties.
In primary school, where the same teacher will be spending long periods of the day with the same pupils, across a variety of different activities and subject areas, it is relatively easy for the teacher to get to know a pupil well and to spot when something ‘doesn’t quite add up’.
However, in secondary school, when teachers may spend only one or two periods of 40 minutes a week with each class, it becomes much more difficult to get to know individual pupils, to observe them across work settings and to communicate with colleagues about them. Good communications between learning support staff and subject teachers is vital in order to provide the pupil with the most appropriate support.
Referral to External Specialists
If the pupil has particularly complex needs it may be necessary to refer him or her to an educational psychologist or other specialist. Educational psychologists can administer standardised tests to identify the nature and extent of dyslexic or specific difficulties; teachers specialising in visual impairment and ophthalmologists can assess and advise on pupils with a visual impairment; and occupational therapists can evaluate hand function and writing.
Most local authorities in Scotland also have a special needs and technology service which can advise on the use of supportive writing technology: the contacts at time of writing are given in the Scottish Special Educational Needs Technology Support Group (SSENTSG) list in the Resources chapter at the end of the book. Schools in Scotland can also refer pupils to the CALL Centre for assessment and support.
In England and Wales, the local SENCO (Special Educational Needs Co-ordinator) is able to advise on technology, while many local authorities have specialist ICT/SEN services. There are also national centres for England and Wales such as ACE Centre Oxford, ACE Centre North, CENMAC, and others listed in the Resources section, who provide assessment and advice. The British Dyslexia Association also provides information and support.
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