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First, they tend to under-achieve in one or more academic subjects (Vaughn & Schum, 2000, p. 135; Larkin & Ellis, 1998, p. 565; Ashmen & Elkins, 1990, p. 357). They also lack the basic academic skills to cope with the academic expectations (Ellis & Larkin, 1998, p. 564). Next, they utilize ineffective or inefficient information processing or learning strategies in areas which they are weak in (Vaughn & Schum, 2000, p. 135). They lack problem-solving skills or the ability to reflect on their thinking processes, and use their cognitive strategies on decision-making to ensure successful completion of tasks (Ashmen & Elkins, 1990, p. 358). Finally, they fail to generalize skills. Although these learning-disabled adolescents may be equipped with various basic skills, they are unable to use these skills “systematically in problem-solving situations” either because they have not been taught how to or they do not know how to apply their knowledge across settings (Ashmen & Elkins, 1990, p.
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Cognitive component refers to the ability to present a “logical, coherent, and sequenced” writings (Hammill, 1986, p. 92). Linguistic component involves the ability to manipulate syntax structure such as tenses, and semantic structure such as appropriate vocabulary, to present a good piece of writing. (Hammill, 1986, p. 92). Stylistic component is the knowledge of mechanics of writing such as use of correct punctuation and capitalisation to ensure effective writing (Hammill, 1986, p. 93). Therefore, skilful composition writing is a complex process which requires “knowledge, skill, will and self-regulation” on the part of the writers. (Graham, Harris, MacArthur & Schwartz, 1998, …show more content…
Students’ works are acknowledged and shared with others when published. The “author’s chair”, in which students read aloud their written work to the class, provides opportunities for students to conference, share and obtain immediate feedback and suggestions from their teachers and peers on their written work. Teachers need to give clear instructions to students on the rules of giving and receiving feedback so that conferencing becomes an effective learning tool for all. In teacher-student conferences, teachers should provide positive feedback and provide suggestions for improvement only on one or two specific areas (Vaughn, Bos & Schumm, 2000, p. 412). Teachers can also conduct brief writing skills lessons, each lasting five to fifteen minutes, on problematic areas based on students’ writing, requests for help, and observations from conferences (Vaughn, Bos & Schum, 2000, p.
Cognitive component refers to the ability to present a “logical, coherent, and sequenced” writings (Hammill, 1986, p. 92). Linguistic component involves the ability to manipulate syntax structure such as tenses, and semantic structure such as appropriate vocabulary, to present a good piece of writing. (Hammill, 1986, p. 92). Stylistic component is the knowledge of mechanics of writing such as use of correct punctuation and capitalisation to ensure effective writing (Hammill, 1986, p. 93). Therefore, skilful composition writing is a complex process which requires “knowledge, skill, will and self-regulation” on the part of the writers. (Graham, Harris, MacArthur & Schwartz, 1998, …show more content…
Students’ works are acknowledged and shared with others when published. The “author’s chair”, in which students read aloud their written work to the class, provides opportunities for students to conference, share and obtain immediate feedback and suggestions from their teachers and peers on their written work. Teachers need to give clear instructions to students on the rules of giving and receiving feedback so that conferencing becomes an effective learning tool for all. In teacher-student conferences, teachers should provide positive feedback and provide suggestions for improvement only on one or two specific areas (Vaughn, Bos & Schumm, 2000, p. 412). Teachers can also conduct brief writing skills lessons, each lasting five to fifteen minutes, on problematic areas based on students’ writing, requests for help, and observations from conferences (Vaughn, Bos & Schum, 2000, p.