Over the years I have repeated met the ‘I’ve got nothing to write about’ kid, the ‘stare at your page for the whole writing session’ and the ‘start crying because my page is still blank and it’s nearly playtime’ kid. It has been with some frustration that I have carefully scaffolded the child’s writing, provided a variety of prompts, guided the child through a plan and conversation only to leave their side and come back to find a page that has nothing more on it than when I left. I have also tried taking away part of their playtime where I thought it was mucking about (often with the same result) and even once having a student record their ideas using an iPad then transcribing it.
The children in this scenario are not necessarily mucking about, developmentally delayed in an way shape or form and sometimes are fluent writers of dictated text. They have ranged in age from five to 14 years of age. So I am seeking to understand why this is happening.
I am still working my way through a variety of articles for my assignment on this topic, and will provide more detail at a later point in time. So far I have found four common themes in my reading which impact on these; Continue reading