In addition to characteristics of the writer, the school psychologist must assess the type of instruction that has been provided to the learner and the student's response to the writing curriculum. The psychologist should determine whether direct instruction has been provided and whether note-taking methods have been taught and practiced. Advocates of such trends suggest that mechanical writing skills, such as spelling, should not be taught formally. Rather, students should be encouraged to invent spellings. Second, such an approach virtually preempts the possibility that many diverse learners will learn mechanics in such a way that their knowledge will transfer.
Good writers have knowledge of all aspects of writing mechanics and composition alike.
Intervention for Written Language Disorders Intervention for written language disorders depends upon an accurate localization and assessment of the student's specific deficiencies. When difficulties are related to the child's age or grade, age-specific remediation of deficit skills is recommended. When specific deficiencies are present, bypass strategies may be useful. When dysgraphia is the result of multiple deficiencies, remediation and bypass of the problem become more difficult. Remediation strategies for early elementary age children with written language problems include writing readiness exercises, instruction and practice using appropriate pencil grip, formation of symbol skills, practice to increase fluency, and direct instruction to improve writing organization.