Welcome back to Let's Talk AAC - a series of questions and topics for discussion. NWACS will occasionally post a question or topic with related information. Join in the conversation! Add your experiences, resources, related research, etc. in the comments so we can all learn and benefit from each other's knowledge and experience.
by Cassandra Stafford, MS, SLP/L, ATP (speech-language pathologist and assistive technology professional); NWACS board member
reading time: 3 minutes
When we think about literacy development, we tend to think about learning to read. But learning to write and spell is also a critical part of literacy development. Even the most robust AAC system cannot possibly have every conceivable word an AAC user might want or need to use. An AAC user can only truly communicate ANYTHING they wish if they can spell as part of their expressive communication.
Let’s pause to talk about the word “writing.” “Writing” can mean the physical act of using a tool to form letters on a surface (like paper). We could also call this “handwriting.” But “writing” also means to express thoughts in a way that others can read. Those thoughts can be composed without physically handwriting them. Often when we talk about AAC users writing, we mean expressing thoughts in literary form (e.g., blogs, emails, texts, etc.).
Shared writing is a useful strategy for learners when learning to write/spell. Learners need opportunities to
observe skilled writers, as well as
participate in authentic writing events with support.
Shared writing is when the adult and learner compose a piece of writing together. In this process, the learner communicates ideas for the adult to scribe. The experience of watching their own ideas get put into words in print enhances print awareness. This strengthens the connection between the words communicated and printed words. The adult acts as the scribe, writing their contribution as well as what the learner dictates. The adult models and engages the learner in the writing process. The adult models writing structures and mechanics, such as
placing spaces between words
combining words to form sentences
adding punctuation
spelling
and more!
Shared writing gives learners a supported opportunity to experience and engage in the writing process. The adult and learner co-construct the written message. This process provides the learner with a language experience. And an opportunity to express their ideas.
How does shared writing work?
The adult models the writing process by writing in real-time as the learner watches. The adult “thinks aloud” as they are writing to talk about
print concepts
spelling
revising
sound-to-letter connections
and more.
The learner can participate in a variety of ways:
using mouth words or sounds
selecting from offered choices
using their AAC systems
communicating their ideas however they choose to
Predictable Chart Writing
A common form of shared writing is predictable chart writing. Predictable chart writing is a structured, systematic way to engage learners in the writing process. There are five steps:
Write the chart - using a model sentence or sentence starter on a specific topic
Reread the chart - several times, drawing attention to a certain aspect of writing
Work with sentence strips - the learner cuts the sentences into words and practices putting the words back in order
the learner may benefit from adapted scissors or partner-assisted cutting (the adult cuts where the learner indicates to cut)
Be the sentence - learners (or stuffed animals, etc.) are each one word and line up to make the sentence
Make and publish the book - turn the chart into a book with photos/pictures to add to their “library”
Note: Keep in mind your goal and adapt to meet the needs of your learner(s), meeting them where they are.
Where can I learn more about predictable chart writing?
Here are a few resources to get you started:
Predictable Chart Writing Module from Dynamic Learning Maps
Predictable Chart Writing Module from Project Core
Writing With Adults: Predictable Chart Writing blog post (with videos) from Jane Farrall
Natural Writing Opportunities
We can also incorporate authentic writing experiences that naturally come up. Take advantage of opportunities to demonstrate writing (and engage your learner in the process!) throughout the day!
make lists (e.g., to-do list, brainstorming list, wish list, shopping list, packing list)
outline the schedule (e.g., what you are doing today)
write cards, notes, letters (e.g., thank you card, birthday card, holiday card, “just because” note or letter)
create reminder notes to self or others
send texts, messages, emails (electronic communication to others)
complete forms, registrations, etc.
Writing skills are also critical in today’s society to maximize participation in educational, vocational, and social environments. In fact, writing skills have assumed even greater importance in recent years with society’s increased reliance on electronic and wireless communication (DeRuyter, McNaughton, Caves, Bryen, & Williams, 2007; Graham & Perin, 2007). Unfortunately, “writing remains the most neglected aspect of instruction, research, and experience in the lives of individuals who use AAC.” (Millar et al., 2004, p. 165) Many students with AAC needs do not receive regular meaningful opportunities to write (Koppenhaver, 1991).
[Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs, Soto & Zangari, p. 229]
We must give AAC users exposure to and instruction in writing (putting thoughts into a format that can be read). Shared writing is one way we can show learners the writing process. And engage them in writing experiences in a supportive way. The shared writing process also provides more opportunities for communication and language development!
Remember: shared writing is about engaging and interacting with your learner. Accept ANY communication attempt! Errors are not an issue. Follow your learner’s lead and interests. Happy writing and interacting together!
What are your favorite tips or resources for shared writing? Join the conversation in the comments!
