An Investigation of Practices to Support Students in the Early Years of Schooling Demonstrating Dyslexia and/or Dysgraphia Writing Comorbid Indicators
||18 March 2021
||11:00 AM - 12:30 PM
||For more information, please contact the Graduate Research School.
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It is the right of every child to achieve their maximum potential and have an opportunity to thrive. However, unfortunately, the learning journey for some students can be far more challenging than for others. Students with learning differences, such those demonstrating dyslexia and/or dysgraphia writing comorbid indicators in early years schooling, can experience difficulties with writing in later years. Adopting participatory action research methods, this study aims to identify teacher-led and whole-class practices targeting students demonstrating dyslexia and/or dysgraphia writing comorbid indicators, particularly focused on strategies that support writing and spelling in early-years classrooms and positively affect written composition. Results will inform and contribute to understandings and strategies for supporting students’ demonstrating language-based SLD’s writing comorbidities, particularly in the early years of school.