Provide writing supports for literacy in NCEA
Strategies to strengthen inclusive practice
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Model structures for writing
Model structures for writing
Provide consistent supports across departments.
Offer writing templates
Offer writing templates
Model how to use templates to organise ideas.
This will help reduce the cognitive load during the writing task.
Use these templates in Effective strategies for literacy in Years 9-13 to scaffold writing:
- Report template (p. 166)
- Writing frame, scaffolded template (p. 168)
- Using connectives and signal words template (p. 169)
- Graphic organiser templates (pp. 163-164)
Useful acronyms to support organisation:
- Point, Evidence, Explain, Link – PEEL
- Topic, Idea, Detail, End – TIDE
Provide supports for spelling
Provide supports for spelling
Ākonga can be empowered in their spelling by knowing that they have access to a range of tools and supports to help them.
- Provide short sentences for students to connect and rewrite into compound and complex sentences.
- Help students to see root words and prefix/suffix additions. Older students with dyslexia rely on words' meaningful parts to support their spelling.
- Display new vocabulary on a word all or at the top of an assignment to support usage.
- Use text-to-speech so students can hear their writing read back, this helps them identify errors.
- Investigate practice programmes for learning words/decoding such as StepsWeb and Wordchain to supplement instruction.
- Encourage use of spell check tools.
Provide constructive feedback and feedforward
Provide constructive feedback and feedforward
Feedback and feedforward may include a focus on skills, attitudes, or task completion strategy.
- Provide feedback/forward halfway through first draft rather than just at the end.
- Discuss draft writing plan, and how relationships and connections between points are made.
- Encourage ākonga to self-correct by asking them questions rather than saying, “That’s wrong.” Be positive and praise frequently.
- Frame feedback positively. Where there are errors, show a model of correct working or outline specific steps to guide progress.
- Consider the volume of feedback. Keep feedback focused on agreed specific learning goals and avoid overwhelming a student by correcting everything.
- Empower learners with good self-monitoring and self-checking skills, tools and strategies.
Source: Dyslexia Association of Singapore (opens in a new tab/window)
Useful resources
Useful resources
Next steps
More suggestions for implementing the strategy “Supporting literacy and numeracy in NCEA”:
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Current page Provide writing supports for literacy in NCEA
Return to the guide “Dyslexia and learning”
How to use this site
Guide to Index of the guide: Dyslexia and learning
Understand:
- Understanding dyslexia
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Understanding dyslexia and literacy acquisitionShow suggestions for Understanding dyslexia and literacy acquisition
Strategies for action:
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Develop a schoolwide approachShow suggestions for Develop a schoolwide approach
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Identify student needs and how to provide supportShow suggestions for Identify student needs and how to provide support
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Support early literacy development through a structured literacy approachShow suggestions for Support early literacy development through a structured literacy approach
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Helpful classroom strategies in years 1–8Show suggestions for Helpful classroom strategies in years 1–8
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Helpful classroom strategies in years 9–13Show suggestions for Helpful classroom strategies in years 9–13
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Supporting literacy and numeracy in NCEAShow suggestions for Supporting literacy and numeracy in NCEA
