Writing: Identifying Barriers and Understanding Needs

Identifying Barriers and Understanding Needs

Despite appropriate adjustments, the child or young person (CYP) does not make expected progress in writing secretarial skills (e.g., handwriting and spelling) and composition skills (e.g., sentence construction and communicating) and is working below age-related expectations.

Evidence may include:

• EYFS profile.
• Phonics Screening Check.
• Teacher assessment (both formative and summative assessment).
• Standardised assessments [Size: 447 KB, File: PDF] are undertaken by the school using a response to intervention framework.

It is essential to ensure that the chosen intervention or strategy matches the CYP’s specific difficulty with writing.

Writing is a complex, multi-task activity comprising the following elements:

• thinking of ideas
• keeping the ideas in mind
• expressing these ideas in words
• sequencing and structuring the ideas
• keeping the objective of the writing task in mind
• spelling
• punctuation
• handwriting
• holding the reader’s interpretation in mind.

Resources

Glossary

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