A University–Lab School Writing Partnership Project: Benefits of Curriculum‐Based Measures and Intervention for Students With Learning Differences

Abstract

riting generally refers to the ability to transmit knowledge via print. Writing supports overall literacy development and affords students opportunities for critical reflection, integration, and communication of knowledge. As reading is a primary vehicle for acquisition of knowledge and vocabulary, it has a strong relationship with writing development. Research has shown that reading extensively facilitates better writing as it can expose students to a variety of language and text structures that they can employ in their own writing. Writing is a critical skill for success in school and beyond (Proctor et al., 2020). Yet, as students age, outcomes are concerning, with only 24% of students in grades 8 and 12 scoring as proficient writers and approximately 20% of students scoring below basic writing levels (National Center for Education Statistics, 2012). Clearly, early writing instruction is essential. Fine motor activities account for 30-60% of an elementary student's school day, of which 85% involves writing (McHale & Cermak, 1992). Although a significant amount of writing (e.g., copying, transcription) may occur throughout the course of a school day, students spend little of that time in targeted writing instruction. Research has shown that for students to effectively express their ideas in writing, explicit instruction in written expression, spelling, and handwriting is needed. This is especially the case for learners with a written language learning disability or dysgraphia-4-6% of all learners-as well as other students who struggle with written expression (Carmichael & Hale, 2015). Graham, Harris, and Larsen (2001) highlighted six principles to build writing skills and prevent challenges: providing explicit writing instruction, designing instruction to support students' individual needs, early intervention, holding high expectations that students will develop as writers, identifying barriers to writing and addressing them, and employing technology in support of writing. Building skills and preventing challenges in writing are a common goal at Starpoint School, a laboratory school on the campus of Texas Christian University (TCU) in Fort Worth, Texas. Starpoint provides students ages 6-11 with learning differences