Skip to main content
2019 WCGTC World Conference

Full Program »

3.5.6 Handwriting and Spelling: Do We Need to Teach the Foundations of Writing in Gifted Education?

Writing by hand continues to be the most common method students use to communicate their knowledge in school, and in early elementary classrooms, a large percentage of the day involves written tasks. This session will examine whether or not instruction in the foundations of writing, handwriting, and spelling, have a role in young gifted children’s education. This presentation will disseminate the chief findings from the presenter’s dissertation, which looked at how grade-one gifted children’s writing changed after one year of explicit and systematic instruction in handwriting and spelling. The results from this study have the potential to inform classroom practice, pedagogy, and policy.

Author(s):

Miriam Ramzy
miriam.ramzy@ucalgary.ca
University of Calgary
Canada

   

Miriam Ramzy is a PhD candidate at the University of Calgary, in Canada. Her research, teaching practice, and professional development endeavours have focused on early learning and literacy education. Miriam Ramzy’s doctoral work looked at writing instruction in a grade one classroom of gifted students, with emphasis on handwriting and spelling instruction. She is interested in deepening her understanding of the foundations of early literacy, with emphasis on writing instruction, and the role they play in writing development.

 


Powered by OpenConf®
Copyright ©2002-2018 Zakon Group LLC