To become skilled at proofreading, an unskilled writer needs plenty of practice. Some suggest students take the time to proofread their writing repeatedly looking for a specific error within the writing. Impressive as this idea is, most students only read through their writing a few times. As students become skilled writers less errors will be made when writing and proofreading will consume less time. When students learn to ask themselves, questions regarding sentence structure and proper spelling as they write, they are more likely to write sentences correctly the first time. However, being a self-regulated writer is a skill that comes over time and with plenty of writing experience. If I was a second grade teacher, I would use two teaching
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Students that have attention or emotional behavior disabilities struggle with the proofreading process and need extra support to strengthen their writing skills. Students who are easily distracted or become easily frustrated when proofreading, I would use simultaneous prompting procedures to ensure students stay engaged and interested in writing. The authors, Hudson T. and Hinkson-Lee K. and Collins, B., in the article, Teaching Paragraph Composition to Students with Emotional/Behavioral Disorders Using the Simultaneous Prompting Procedure (2013) stated that “The simultaneous prompting procedure as a potentially effective intervention for increasing writing skills is promising, due to its efficiency and versatility” (p.15). Students who are struggling with the proofreading process and including those with Attention Deficit Hyperactive Disorder (ADHA) and Emotional Behavior Disorders (EBD) may need additional support to retain correct editing procedures. The writing strategies used to help students with ADHD and EBD disabilities would likewise support their peers in the class as …show more content…
Simultaneous prompting procedures during the proofing activities would give students clues of the error present and require them to first make the proper correction. The simultaneous prompting procedures would continually become broader and the cues would only give hints where an error might be within a writing. The simultaneous prompting procedures are designed to ensure students don’t become discouraged or frustrated while learning how to
Students that have attention or emotional behavior disabilities struggle with the proofreading process and need extra support to strengthen their writing skills. Students who are easily distracted or become easily frustrated when proofreading, I would use simultaneous prompting procedures to ensure students stay engaged and interested in writing. The authors, Hudson T. and Hinkson-Lee K. and Collins, B., in the article, Teaching Paragraph Composition to Students with Emotional/Behavioral Disorders Using the Simultaneous Prompting Procedure (2013) stated that “The simultaneous prompting procedure as a potentially effective intervention for increasing writing skills is promising, due to its efficiency and versatility” (p.15). Students who are struggling with the proofreading process and including those with Attention Deficit Hyperactive Disorder (ADHA) and Emotional Behavior Disorders (EBD) may need additional support to retain correct editing procedures. The writing strategies used to help students with ADHD and EBD disabilities would likewise support their peers in the class as …show more content…
Simultaneous prompting procedures during the proofing activities would give students clues of the error present and require them to first make the proper correction. The simultaneous prompting procedures would continually become broader and the cues would only give hints where an error might be within a writing. The simultaneous prompting procedures are designed to ensure students don’t become discouraged or frustrated while learning how to