When Writing is Hard: Written Language Disorders and Dysgraphia, Farrall, Summer 2026

Course Number:	EDX 5710 S73
Instructor:	Melissa Farrall, Ph.D.
Location:	Online
Dates and Times:	July 1 – August 14, 2026. Scheduled as seven 3-hour classes with an asynchronous start and end date. Wednesday, 7/1: Pre-Class Reading Assessment – asynchronous, no live class; Tuesday, 7/14 (Class One) Written Language from the Inside and the Outside; Thursday, 7/16 (Class Two), Expressive Language; Tuesday, 7/21 (Class Three), Handwriting and Spelling; Wednesday, 7/22 (Class Four), Syntax; Thursday, 7/23 (Class Five), Discourse & Cognition; Tuesday, 7/28 (Class Six), Tests of Written Language; Thursday, 7/30 (Class Seven) Putting it All Together; Friday, 8/14: Final Project and all work due – asynchronous, no live class. Synchronous sessions 8:30 a.m. to 11:30 a.m.
Credits:	3 Graduate Credits
Tuition:	Set by and payable to educational partner The Stern Center for Language & Learning

Course Description

How we conceptualize writing has important consequences for how we address the needs of children in the classroom. Writing, like reading, is a tool for learning, and children who have difficulty with writing lose an all-too-important vehicle for thinking deeply about the things they learn. This course will focus on what we know about the writing process and the underlining skills that make communication in print possible. We will review the history of the terms, dysgraphia and learning disability in written expression, their status in the law, early signs of risk, and the skill areas that support writing development. We will practice with different tools for screening and progress monitoring. We will examine case studies and discuss the types of instruction and the strategies that support all children to become writers. Participants will leave this workshop with an understanding of how writing develops, the root causes of most writing problems, tools for progress monitoring, and areas of support that children require in order to express their thoughts on paper.

Audience: All educators, including, but not limited to classroom teachers, special educators, school psychologists, and reading specialists with an earned Bachelor’s Degree.

Course Goals & Objectives

Course Goals: Participants will develop the following:

An understanding of how written expression develops;
An understanding of why written expression is important for the development of higher-level thinking skills;
Insight into writing at the sentence, paragraphs, and essay levels;
Skill in addressing the individual needs of students as they develop the ability to think on paper.

Course Objectives: Participants will demonstrate the following skills:

An understanding of the underlying processes that support the development of written expression;
A grasp of the different types of written language disorders/dysgraphia;
Knowledge of the tools that we use to assess risk status and monitor progress;
Knowledge of the tools that we use to diagnose learning disabilities in written expression;
Knowledge of strategies that can be used to promote the development of written expression and higher-level thinking skills.

Required Readings/Resources

Costs, if any, for required readings are not included in the course cost.

Sedita, J. (2023). The writing rope: A framework for explicit writing instruction. Paul H. Brookes Publishing; Baltimore, MD. ISBN-13 978-1681255897. This text can be ordered from Amazon: https://www.amazon.com/Writing-Rope-Framework-Explicit-Instruction/dp/1681255898/ref=sr_1_1?crid=1DM4194Z1DCT4&keywords=the+writing+rope&qid=1700079570&sprefix=THe+writing+%2Caps%2C98&sr=8-1
Truckenmiller, A. J., & Chandler, B. W. (2023). Writing to read: Parallel and independent contributions of writing research to the science of reading.The Reading League Journal, 4(1), 5–11.
Breaux, K., & Eichstadt, T. (2025). Dysgraphia…and how it relates to dyslexia[Technical report]. NCS Pearson.
Kinnane, D. (2023, August 1). Writing assessments: 10 evidence‑informed practices to do a good job for your students. Banter Speech & Language.
Farrall, M. (2012). Reading assessment; Linking language, literacy and cognition. Wiley Press; Hoboken, NJ. ISBN-13: 978-0-470-87393-9. This test can be ordered or rented from Amazon: https://www.amazon.com/Reading-Assessment-Language-Literacy-Cognition/dp/0470873930

For additional course information

Melissa Farrall

(603) 801-1885

This course requires registration with the Stern Center for Language and Learning first. Please click on the Register Now! button below.

For additional registration information

Please contact the Stern Team