Anyone who has watched the agony of an articulate, verbal adolescent struggling to put thoughts to paper has witnessed the frustration that occurs because of unremediated written language disabilities. Often, written language disabilities start in the early grades because of phonological deficits (the ability to analyze spoken words, match sounds to letters, and sequence sounds in words). This leads to spelling difficulties, resulting in the use of simple words in compositions that the student knows how to spell, rather than expressive, more-advanced words that would reflect the extent of his vocabulary lexicon. Difficulties with grammar (sentence-level expression) and organization (paragraph and document-level) may also be present.
The good news is that it is never too late to fix underlying phonological deficits, and to develop advanced spelling and writing skills. Our i.t.a. intervention programs have been accomplishing this with students of all ages–from early elementary through graduate level–using the resources you will find in this section. We invite you to peruse our videos, download our intervention protocols, and give these strategies a try. You and your struggling students will be pleased with the results.