Turning the Tables: Helping Students with Dyslexia Become Accomplished Writers Expository writing can pose seemingly insurmountable challenges to students with language processing problems. However, word-level difficulties need not prevent these students from becoming successful writers. This article outlines a cognitive writing strategy that enables students with learning disabilities such as dyslexia to employ their higher-level cognitive abilities in developing exceptional ... Article
Article  |   July 01, 2014
Turning the Tables: Helping Students with Dyslexia Become Accomplished Writers
Author Affiliations & Notes
  • Mark Hallenbeck
    Department of Education, Augustana College, Sioux Falls, SD
  • Financial Disclosure: Mark Hallenbeck is an Associate Professor at Augustana College.
    Financial Disclosure: Mark Hallenbeck is an Associate Professor at Augustana College.×
  • Nonfinancial Disclosure: Mark Hallenbeck has previously published in the subject area.
    Nonfinancial Disclosure: Mark Hallenbeck has previously published in the subject area.×
Article Information
School-Based Settings / Language Disorders / Reading & Writing Disorders / Articles
Article   |   July 01, 2014
Turning the Tables: Helping Students with Dyslexia Become Accomplished Writers
SIG 1 Perspectives on Language Learning and Education, July 2014, Vol. 21, 127-143. doi:10.1044/lle21.3.127
SIG 1 Perspectives on Language Learning and Education, July 2014, Vol. 21, 127-143. doi:10.1044/lle21.3.127

Expository writing can pose seemingly insurmountable challenges to students with language processing problems. However, word-level difficulties need not prevent these students from becoming successful writers. This article outlines a cognitive writing strategy that enables students with learning disabilities such as dyslexia to employ their higher-level cognitive abilities in developing exceptional writing skills.

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