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This workshop explores the “hidden curriculum” that exists within writing tasks: planning, organizing, managing steps, and self-monitoring. Students with language-based learning disabilities often have strong ideas but struggle with the executive function skills required to turn those ideas into finished writing. Teachers will learn how to teach these skills directly through structured routines, assignment design, and targeted scaffolds that help students become more independent, confident writers.
Upon completion, participants will be able to:
- Identify the executive function demands embedded in common writing tasks that often create barriers for students with language-based learning disabilities
- Analyze where student writers break down in the writing process (planning, organizing, initiating, revising) and determine the underlying executive function challenges
- Design writing assignments and instructional routines that make the “hidden curriculum” of writing more explicit and manageable
- Implement targeted scaffolds (e.g., structured planners, chunked tasks, modeling, and guided check-ins) that develop student independence and metacognitive skills
- Evaluate student work and writing behaviors to adjust instruction and reduce cognitive load while maintaining appropriate academic challenge