Reading and writing are intertwined (Language and Literacy Course, Spring 2016). It is important that a clinician does not separate the two in therapy. Thus, my ideal therapy will focus and build on each other regarding the reading and writing portion. My ideal intervention programs will focus on meaning-based strategies in both reading and writing.
Meaning-based strategies contrasting, recurrent, embedded, active, and meaningful (CREAM). Meaning that emphasis will be on the actual reading/writing and not surface features. The focus will be on the meaning during all readings and writings and accuracy is not a priority. The focus will be on strategies to construct meaningfulness. The clinician will provide numerous opportunities of modeling …show more content…
Think alouds are where the readers verbalize their thoughts before, during, and after reading. Think alouds can reveal how reader are using strategies in action or may be a spontaneous response to reading. Prediction is guessing what the text is about. Predictions can be accepted or rejected after reading the text. Clarification is clearing something up that you don’t understand. For example, re-reading the text can assist in clarification. These strategies all are based on understanding the meaning of the text rather than focusing on the “surface …show more content…
For example, the clinician may state how writing is another form of communication. The clinician would also state how the focus should be on the content. It is okay if the client does not know how to spell a word. It is more important that the client’s thoughts and ideas are transcribed on paper. The clinician would also do a quick refresher on what each client is working on or have a pre-writing conversation. I would simplify this to the level of the client. In addition, I would refresh what we are writing about. For example, my 7-year-old client may be writing about Pink Sparkles adventure to Candy Mountain. However, my 12-year-old client is writing instructions on how to fix his bicycle. I would then state the specific strategies the client is focusing on. Thus, my pre-therapy would differ client to client (my examples are working on two different types of writing styles along with different goals and materials).
The intra-therapy portion would focus on the client and the clinician writing. The client would hopefully write his/her thoughts into organized sentences. It should be noted that the clinician could use what the client previously read in their writing if appropriate. However, the clinician will mediate and write with the client if necessary. In addition, the client and clinician will participate in shared editing after the client is done with his/her
Meaning-based strategies contrasting, recurrent, embedded, active, and meaningful (CREAM). Meaning that emphasis will be on the actual reading/writing and not surface features. The focus will be on the meaning during all readings and writings and accuracy is not a priority. The focus will be on strategies to construct meaningfulness. The clinician will provide numerous opportunities of modeling …show more content…
Think alouds are where the readers verbalize their thoughts before, during, and after reading. Think alouds can reveal how reader are using strategies in action or may be a spontaneous response to reading. Prediction is guessing what the text is about. Predictions can be accepted or rejected after reading the text. Clarification is clearing something up that you don’t understand. For example, re-reading the text can assist in clarification. These strategies all are based on understanding the meaning of the text rather than focusing on the “surface …show more content…
For example, the clinician may state how writing is another form of communication. The clinician would also state how the focus should be on the content. It is okay if the client does not know how to spell a word. It is more important that the client’s thoughts and ideas are transcribed on paper. The clinician would also do a quick refresher on what each client is working on or have a pre-writing conversation. I would simplify this to the level of the client. In addition, I would refresh what we are writing about. For example, my 7-year-old client may be writing about Pink Sparkles adventure to Candy Mountain. However, my 12-year-old client is writing instructions on how to fix his bicycle. I would then state the specific strategies the client is focusing on. Thus, my pre-therapy would differ client to client (my examples are working on two different types of writing styles along with different goals and materials).
The intra-therapy portion would focus on the client and the clinician writing. The client would hopefully write his/her thoughts into organized sentences. It should be noted that the clinician could use what the client previously read in their writing if appropriate. However, the clinician will mediate and write with the client if necessary. In addition, the client and clinician will participate in shared editing after the client is done with his/her