Research will be shared showing that (a) brain connectivity differs for different levels of written language (subword letters, word spellings, and syntax/text composing); (b) specific writing disabilities differ in level of language impairment (dysgraphia–letter writing, dyslexia–word spelling, OWL LD–syntax construction); and (c) instruction aimed at all levels of language close in time–letter writing, word spelling, and sentence/text composing– is effective for all students.

Spelling is a window on what a person knows about words and learning about words and about the language will improve spelling as well as reading and writing skills. In this presentation, we will demonstrate the regularity of English spelling based upon the phonological, orthographic, and morphological principles and how spelling can be taught in an explicit, systematic, and direct manner.  We will also review some of our research on spelling acquisition in different dialects and languages.

The National Assessment of Educational Progress (2017) results indicate that as many as 75% of students in public schools cannot write at a basic level. The statistics are even worse for students with disabilities and from diverse backgrounds. There are strategies that can help students improve their writing skills (e.g., Graham et al., 2012) such as mnemonic strategy instruction, step-by-step modeling by the teacher to help students apply strategies (e.g., self-regulated strategy development [SRSD]), as well as technology tools. These practices have been central components of Dr. Michael Dunn’s writing research as he works with elementary students and lower division (first/second-year university) STEM students who have a learning disability and/or experience challenges with writing. This session will review the challenges with writing that participants have expressed and the types of intervention components that Dr. Dunn has developed which has provided for students’ improvement.