indsay, Connelly, et al., 2007). The data presented here
confirm that this is a continuing issue as children become older.
Students with poor vocabulary skills will need explicit support with
vocabulary to generate ideas; this dimension is particularly important
because we identified no changes in the participants' relative
vocabulary across their education (Dockrell, Lindsay, Connelly, et al.,
Finally, an important consideration for students who have
experienced such a history of failure to write will be motivation.
Interventions will need to be developed which both address the major
limitations with basic skills and motivate the young people within an
empowering educational environment. This remains a major challenge.
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