Understanding Why Students Avoid Writing | LD OnLine

It is common for students in today’s educational system to dislike and/or avoid the writing process. Many students feel writing takes too long. For some, writing is a very laborious task because there are so many sub-components which need to be pulled together. For others, the reason lies in some processing difficulties, such as dyslexia or dysgraphia. Some educators wonder if students no longer enjoy the slower, more refined process of written communication because they spend so much time watching the faster-paced visual modality of television.

Students with learning problems, even those who read well, frequently submit written work which is brief and/or difficult to read. Such students can be victims of misunderstandings, a problem which becomes much more pronounced at the secondary level. “Accusations of laziness, poor motivation, and a reprehensible attitude are often directed toward deficit writers. The results can be a serious loss of incentive, a generalized academic disenchantment and demoralization” (Levine 1998, 363).

There are many reasons students avoid writing. Primary reasons may be one or more of the following:

• They have a hard time getting started and feel overwhelmed by the task.
• They need to concentrate to form letters: it is not an automatic process.
• They struggle to organize and use mechanics of writing.
• They are slow and inefficient in retrieving the right word(s) to express an idea.
• They struggle to develop their ideas fluently (poor ideation).
• They struggle to keep track of their thoughts while also getting them down on paper.
• They feel that the process of writing on paper is slow and tedious.
• They feel that the paper never turns out the way they want.
• They realize that the paper is still sloppy even though substantial time and effort were spent.
• They are dysgraphic, which causes multiple struggles at the basic processing levels.
• They are dyslexic, which causes very poor spelling and interferes with automatic use of writing mechanics.

As parents and teachers, we can help students deal with their lack of enjoyment of the writing process and also with poor skill development. The techniques are twofold. Students need to:

• develop a greater understanding of and appreciation for the purpose of writing.
• develop more efficient skills.

When students have a combination of this understanding and the skills, they are then free to apply techniques and abilities in a wide range of situations. This is especially true and necessary for dyslexic and/or dysgraphic students who are compensating for processing inefficiencies in the language domain.