Why Writing Feels So Hard and What Actually Helps with Barbara Friedlander
If you’ve ever thought, “My students just can’t write,” this episode is for you.
Writing is one of the most misunderstood parts of literacy instruction — and often one of the most frustrating for teachers and students alike.
In today’s conversation with Barbara Friedlander, we unpack what’s really happening beneath the surface when students struggle with writing — and what actually makes a difference.
We talk about:
Why writing is often assigned but not explicitly taught
What Self-Regulated Strategy Development (SRSD) is and why it works
How explicit strategy instruction differs from traditional writing instruction
What strategy instruction looks like day-to-day in real classrooms (across subjects)
Why writing resistance is usually about overwhelm — not laziness
How to support students with learning disabilities while maintaining high expectations
What co-teaching can look like when writing is truly shared responsibility
Why writing initiatives often fail at the school or district level
What sustainable, schoolwide implementation actually requires
This episode will help you rethink how you approach writing instruction — and give you practical shifts you can make immediately.
What You’ll Learn
✔ Why students struggle with writing even when they can read
✔ What SRSD is and how it builds independence
✔ How to make the invisible thinking of writers visible
✔ What explicit strategy instruction looks like in action
✔ How scaffolds can support access without lowering rigor
✔ Why modeling and think-alouds are non-negotiable
Key Takeaways
Writing is a thinking process — not just a finished product.
Students need clear strategies, not just prompts.
Self-talk and self-regulation are teachable skills.
High expectations and strong scaffolds can coexist.
Sustainable writing instruction requires shared language and long-term commitment.
A Small Shift to Try Tomorrow
Before students write, model your thinking out loud.
“First, I need my main idea. I’m going to say it before I write it.”
Even that one move changes the cognitive load for students.
Sample Think-Aloud (Self-Statements in Action)
“Okay, I’m feeling stuck. That happens. Let me go back to my strategy.”
“What is my main idea?”
“I can take this step by step.”
“I don’t have to write it perfectly — I just need to start.”
Article By Barbara To Check Out:
https://www.learninga-z.com/site/resources/breakroom-blog/srsd-writing-process
Want More?
Explore more Science of Reading PD, decodables, small-group planning tools, coaching sessions, and literacy resources at Route2Reading inside the Literacy Edventures Membership.
