UC|CSU Collaborative for Neuroscience, Diversity, and Learning

Supporting Written Expression in Diverse Learners: A Developmental Perspective PK-Adulthood

Type:

Course

Duration:

2 hours

Authors:

Anna Osipova; Ya-Chih “Jilly” Chang; Dominic Grasso; Alexander Choi-Tucci ; Sue Sears; Maryanne Wolf; Julie Rinker, M.Ed., C.A.L.T.; and Chanee L. McMillian

Developed by:

UC|CSU Collaborative for Neuroscience, Diversity, and Learning and UC|CSU Collaborative Dyslexia & Literacy Taskforce

Series:

Language, Literacy, and Dyslexia Series

Relevant categories:

Adolescence Adult Dyslexia Early Adolescence Early Childhood Middle Childhood Reading and Literacy

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Overview

This module presents characteristics of writing in diverse learners from the preschool years through adulthood. Effective assessment and instructional practices are described for learners who may or may not be at risk for reading difficulties, such as dyslexia. Throughout this module, writing is not only conceptualized as a powerful reflection of reading, but an extraordinary contribution to its development over time.

TPEs Addressed:

TPE 7.1 - Plan and Implement Evidence-based Literacy Instruction (Appropriate to children’s age, grade, development)
TPE 7.2 - Plan and Implement Evidence-based Literacy Instruction (UDL, MTSS, California Dyslexia Guidelines)
TPE 7.3 - Asset-based Pedagogies
TPE 7.4 - Literacy instruction that is active, motivating and engaging
TPE 7.5 - Foundational Skills
TPE 7.6 - Meaning Making
TPE 7.7 - Language Development
TPE 7.8 - Effective Expression
TPE 7.9 - Content Knowledge
TPE 7.10 - Monitor students’ progress using formative assessment practices (Screening, English learners, collaboration)
TPE 7.11 - Provide instruction in English language development

Keywords: Adolescent and Adult Writing, Discipline-specific Writing, Grammar, Handwriting, Home-based Literacy Practices, Idea Generation and Composition, Prewriting and Early Writing, Spelling, TPE 7, Vocabulary, Writing Assessment and Instruction

Learning objectives

Understand the reciprocal relationship between reading and writing and the cognitive/linguistic processes that underlie both.
Identify and describe the characteristics of written expression exhibited in children, adolescents, and young adults with language and learning disabilities, such as dyslexia.
Utilize best instructional practices in supporting the written expression of diverse learners, ages PK-adulthood: e.g., home-based supports and oral language development; handwriting, spelling, sentence and paragraph construction; use of the writing process and text structure; and, writing across the content areas.
Describe how the assessment of writing skills provides deeper insight into the writing strengths and needs of students with or at risk of dyslexia.
Understand that writing is a tool for exploring and expressing ideas, which are at the core of every written product.

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Added on 4/6/2026 · Last updated on 4/6/2026