GIRL TALK AND WRITING VOICES Improving conferencing for middle school students with Autism

GIRL TALK AND WRITING VOICES:
IMPROVING CONFERENCING FOR MIDDLE SCHOOL STUDENTS WITH
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Improving conferencing for middle school students with Autism
Marion Piper
Deputy Head of Shelford Girls’ Grammar
Master of Education – Torrens University, Australia

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Improving conferencing for middle school students with Autism
Abstract
Research into the most effective way to teach children with Autism has been widely
written about in academic journals, yet there has been little written about how to conference
with the middle school student identified on the Autism Spectrum. As the teacher-researcher,
this paper reports on the findings of an Action Research project which was conducted involving
the use of graphic organisers when conferencing with students during the writing process. The
research was conducted to verify whether their inclusion would support and improve the
learning of three high-functioning children with Autism in a middle years classroom at an
independent K-12 school for girls in Melbourne, Australia. The study improved the
conferencing and writing processes of middle school students on the Autism spectrum, gained
as a result of including graphic organisers as part of explicit writing sessions. Using both
qualitative and quantifiable data, the study examined how the inclusion of graphic organisers,
tailored to support the writing of specific genre and aligned with individual students’ needs and
goals, contributed to improved conferencing techniques by the teacher. The findings
demonstrate conclusively that including a range of graphic organisers to support middle school
students with Autism as they conference with the teacher has an outcome improving their
writing abilities. This research validates the need for further research into the importance of
conferencing between teacher and middle school learners as an integral part of the writing
process, specifically for those identified on the Autism spectrum.

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Background
As a teacher who is committed to reflective practice, I am constantly striving to gather
information about my students’ funds of knowledge (Moll, Amanti, Neff & Gonzalez, 1992)
as a way of gaining further insights into the way they learn. This assists me as I differentiate
and modify the curriculum to improve learning outcomes in the classroom (Piper, 2016). I
currently teach middle school students in an independent K-12 school for girls in Melbourne,
Australia. In order to develop an effective literacy classroom whereby teacher-student
conferencing is “an essential element of the writing process” (Hill, 2014, p. 340), I want to
strive to improve my conferencing with the diverse range of students in my classroom. This is
particularly so for those identified on the Autism spectrum, as these students appear challenged
to me when writing text of different genre, most probably attributed to the ways in which they
process information (Mercer, 2009; Merrifield, 2011). As a result of my quest to improve
conferencing with students, I have updated and completed an Action Research Project (See
Appendix A), allowing me to demonstrate how to plan for, undertake and report on my
approach.
Literature Review
Action research is a systematic 7-Step approach (Walsh, 2014) to improving classroom
practice and pedagogy (Burton & Bartlett, 2005). Undertaking a literature review forms part
of this process as the teacher formulates the intention of the research to identify problems, pose
questions, and consider aims and objectives to drive the research cycle. My Literature Review
(See Appendix B) provided background information, debates, viewpoints, relevant papers and
journal articles relating to the ways in which students with Autism communicate and learn.

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This helped me develop a more informed understanding of the current and relevant issues
related to the project, and were sourced through Google Scholar, EBSCO and several
Education-specific data bases.
All students, including the student on the Autism spectrum, must be able to make use
of their literacy skills and understandings to become effective learners. A clearer definition of
Autism is defined by The Australian Human Rights Commission (n.d.) as “a lifelong
developmental disability characterised by difficulties in social interaction and communication,
restricted and repetitive interests and behaviours, and sensory sensitivities” (p. 1). Students
with learning difficulties, including the student with Asperger’s Syndrome, “deserve to have
teachers who are knowledgeable in their disorder so that students receive the most appropriate
education” (Wagner as cited in Attwood & Grandin, 2006, p. 22). Around 1 in 100 Australians
are on the Autism spectrum. In schools, 82% of students on the spectrum report facing some
sort of difficulty in learning, with 24% of those in mainstream schools not being provided with
any additional or specialised support (Australian Bureau of Statistics, 2009). As children with
Autism are frequently included within mainstream classrooms (Attwood & Grandin, 2016;
Robinson, n.d.), this presents specific challenges to the standard methods of teaching literacy
because of the ways that they process information (Mercer, 2009; Merrifield, 2011).
I was encouraged by the research of Tissot (2003, as cited in Merrifield, 2011) who
argued that: “Visual learners are children that process and retain information better if it is
presented in a format where it is written down and can be seen, as opposed to information that
is primarily heard” (p. 246). I agree with Merrifield (2011) who perceives this as “a direct
reference to the benefits of visual supports for the student with Autism” (p. 30). This resonates
strongly with me as the literature I reviewed emphasised the importance of focusing on

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questioning techniques, revealing the paucity of credible studies directly relating to Autism and
middle years education to research. Through the inclusion of graphic organisers as part of the
writing process, I attempted to improve my own teaching practice and enhance my middle
school students’ ability to conference effectively.
Action Research Question
By examining various educational journals and studies by other authors, I was able to
integrate the relevance of published readings leading me to my action research question: When
conferencing, how can the use of graphic organisers improve the writing of high-functioning
middle school students on the Autism spectrum? I wanted to improve my own practice of
conferencing with students as a way of recognising the potential for improving and developing
effective literacy teaching and instruction. By focusing on questioning techniques through the
use of graphic organisers when conferencing with students on the Autism spectrum, my
intention was to improve my own teaching practice; it would also enhance their abilities to
conference effectively when writing text of different genre, improving their proficiency and
adding to their literacy skills toolbox. This is the purpose, reason and inspiration for my action
research project.
Methodology
My Action Research methodology saw me commence my project by selecting from
within my class three students identified on the Autism spectrum (referred to by the
pseudonyms Edwina, Harriet and Jasmine), and planning a Daily Diary to identify when to
conference with them in preparation for data collection throughout the research cycle (See

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Appendix C, Figure 1). I designed writing surveys as part of my inclusion of quantifiable data.
These were administered before and after the final conferences to enable me to gain the
students’ perspectives of a perceived improvement in attitude towards writing in addition to the
types of genre they enjoyed writing about or sought to improve (See Appendix C, Figure 2).
Personal student goals using the VOICES graphic organisers (Downunderteacher, 2014) aided
in the preparation for explicit literacy writing sessions with my targeted students. Recognising
the potential for my project, I conferred with my colleagues while undertaking my research.
Their encouragement about my findings arising from initial research cycles resulted in them
also displaying classroom goals using the VOICES graphic organisers in each of the middle
school learning clusters (See Appendix C, Figure 3), and requesting to remain informed
throughout the project’s progress about my targeted students’ writing development.
Formal and informal observations throughout the conferencing sessions were recorded
and relevant and significant excerpts annotated (See Appendix C, Figure 4), with writing
samples of different genre also collected as part of qualitative (observations, conferencing
records) and quantifiable (surveys, questionnaires, rubrics) data (See Appendix C, Figures 5-
7) to show what occurred during my research. By using a triangulation method of data
collection, I was able to verify and validate the data I collected (Carter, 2014). This aided me
as I organised my data and identified patterns and themes (See Appendices D and E). Seeking
approval from the school, parents and students prior to my Action Research project
commencing was essential as part of my data collection; identifying the participants through
pseudonyms would safeguard their anonymity and privacy and was reflected in my Parent
Consent Form (see Appendix F). This would ensure the adherence and maintenance of
upholding the teaching standards, guidelines and principles as part of quality research practice
(Australian Institute for Teaching and School Leadership, n.d.), adding to the ethical validity

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of my project (Pine, 2009) and a requirement of government agencies (National Ethics
Approval Form, n.d.; Victoria State Government, Education and Training, 2015).
As the researcher, I was able to clarify, refine my topic and validate the project prior to
it being undertaken as part of an initial research cycle (Burker, n.d; Koshy, 2015). Evaluating
and managing literature which related to my research purpose assisted me as I explored the
claim by Merrifield (2001, p. 50) and echoed by McConkey & Samadi (2011) that
“internationally the prevalence of Autism appears to be rising” (p. 775). A significant
observation of Professor Jordan resonated with me: “the biggest thing you can give to people
with Autism is time” (as cited by Robinson, 2016, p. 42). Through making time to conference
effectively with my students with Autism, it was anticipated that this would help better meet
their writing needs. This impelled me as a teacher to understand how I can ameliorate the needs
of the student with Autism when presented with a diverse range of students in a classroom.
Findings from my literature review suggested that, by focusing on developing specific
tuning-in words (such as ‘think’, ‘remember’ and ‘wonder’) when making the time to
conference with students, I can develop routine back-and-forth conversations with repeated key
words leading to an improved influence and relevance in what I am doing. It was essential that
this language was used consistently throughout each conferencing cycle. I have been teaching
Jasmine for nineteen months, Edwina and Harriet for only seven; knowing what level of
communication each student has enabled me to move forward throughout each cycle of action
when conferencing with them. My familiarity of the students allowed me to recognise small
but significant changes in both their written and verbal communication. These insights helped
determine what strategies to implement during each conferencing opportunity with them

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(Raising Children Network, 2016) whilst allowing me to rework my existing knowledge in
“new and innovative ways” (McNiff, p. 9).
For example, I continued to collect appropriate data, adding it to that which I had
gathered from Cycles 1 and 2. This was in order to maintain student engagement and
motivation. A “7 step” research action cycle (Walsh, 2014) abled me to conduct surveys to
determine the participants’ attitudes to writing, establish goals for writing with them, gather
writing samples, source graphic organisers to be used as a stimulus to enhance the process of
conferencing, document the conferencing process, and review my findings from the eight
cycles of data I was able to collect. Reflecting throughout each cycle allowed me to determine
and guide further action through application of the Action Research process into real practice.
During the course of each research cycle I recognised the potential for conferencing
opportunities beyond the timetabled explicit literacy writing sessions that were scheduled for
my class. Furthermore, in consideration of the writing genre the participants were exploring
across a range of lessons, I was able to source graphic organisers in addition to the VOICES
graphic organiser statements (Downunderteacher, 2014). This allowed me to align the literacy
needs of each student with the potential for observing writing development and improvement
(See Appendix C, Figure 1). Cycles 1 and 2 outlined my initial research study which had been
undertaken; Cycles 3 to 8 provided for the development of a more detailed and thorough study
and analysis of collected data.
Cycle 3 featured the inclusion of graphic organisers relating to information texts: the
students were learning about natural disasters as part of their Humanities studies. Each student
established the questions to which they were seeking answers as part of individual research.

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This then contributed to an overall group PowerPoint or Prezi presentation using methods of
inquiry. In Cycle 4, a Science Report was required as part of an experiment which was
conducted in a Science lesson. The graphic organiser format (predict, reason, observe and
explain) required the students to structure their writing in this way as part of their report; a book
review also provided for writing in report genre. Cycles 5, 6 and 7 followed the students’
progress in composing persuasive writing text related to a workshop incursion in which they
had participated, conducted through the Debaters’ Association of Victoria. As part of follow
up activities to complement the incursion, group debates by all students were arranged. These
were prepared and presented, and culminated in a rubric scoring them on the debating elements
of ‘manner, method and matter’. The rubrics were included as part of the conferencing process,
providing effective feedback to each student. Cycle 8 commenced when term resumed after a
three-week holiday break: data was collected from narrative and recount writing opportunities
in addition to my targeted students participating in a post-writing survey.
Data Analysis
Examination of the completed pre- and post- Writer’s Profile survey, observations,
annotated notes and individual video feedback sessions taken during conferences throughout
my research cycles provided me with a range of data to consider, analyse and interpret.
Reflection of it enabled me to identify patterns and themes. From conferencing and assessing
student work samples, I was able to identify which additional graphic organisers would best
suit the writing needs of my targeted students, in addition to how often the graphic organisers
were used to support writing opportunities (See Appendix D). This allowed me to recognise
how the process of conferencing with students with Autism was enhanced. Dialogue with
Torrens University Australia (TUA) colleagues and critical friends helped shape and guide the

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research questions to which I sought answers. Their ongoing discussions helped me consider
what other graphic organisers could be explored. This led me to sourcing ones specific to each
student participant’s needs.
It was noted from the initial survey that each of my targeted students could be
considered to have a poor approach to writing opportunities. Whilst it was recognised that
Elizabeth, Harriet and Jasmine considered writing to be “okay” - with their reasons indicating
a lack of confidence in ideas, organisation and writing conventions - I was keen to see this
attitude turned around by the conclusion of my study. Knowing what these students were
interested to write about assisted me for future writing sessions: their preferences for writing
in specific genre provided me with a starting point as I sought to improve their motivation and
engagement in writing, essential to durable learning. For example, whilst Jasmine indicated a
willingness to write everyday texts (letters, invitations and email), Elizabeth and Harriet had a
preference to write in genre which included narratives, information reports and recounts.
Harriet also shared that she “sometimes” likes to write responses to her lifeworld experiences.
A plan for writing opportunities was designed which could include the genre preference
for each student where possible. Taken into consideration were some logistical concerns,
including the incursion by the Debaters’ Association of Victoria (booked and confirmed earlier
in the year) and Elizabeth’s participation in an advanced maths class, often timetabled when
conferencing could be scheduled. Similarly, Harriet was involved in attending an external
music competition and performance, precluding her ability to conference with me during Cycle
4. Jasmine was also absent from school due to illness (Cycle 6), which saw her struggle to
effectively complete arguments for her persuasive text. However, a systematic evaluation
procedure allowed conferencing to be maintained with as much consistency as possible

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throughout each cycle, essential for my planning purposes (McNiff, 2002; Baumfield, Wall &
Hall, 2008). It also became apparent that - for writing to be part of the everyday experiences
for a student - other opportunities for learning across a range of other contexts could be, and
would be provided, through Science and Humanities classes. I believe this added depth to my
project and helped to validate my results.
To assist my improvement in the skill of conferencing with students, I noted and
considered the suggestions from the Hanen Centre (2011) which extensively explored what
facilitates the communication development of children with high-functioning Autism for them
to have successful interpersonal relationships with others. Through the inclusion of specific
tuning-in words when conferencing with my targeted students - such as ‘think’, ‘remember’
and ‘wonder’ – I was able to develop back-and-forth conversations between myself and each
student. This saw them participating with enthusiasm, particularly when appropriate and
carefully crafted open-ended questions were incorporated into each session. Additionally,
choosing relevant graphic organiser statements for the specific writing needs of each student
provided a baseline through which to promote rich discussion, assist student engagement and
encourage motivation. As part of the process, it also enabled me to gauge students’ progress,
not just in formal writing sessions in literacy classes, but across a range of learning domains
(Lothian, N.D.), adding strength to my research findings.
The quantitative analysis of the post- Writer’s Profile surveys (See Appendix C) yielded
valuable information and feedback which was very telling: the students’ responses revealed
that including graphic organisers had assisted them in specific areas of learning – not only the
VOICES organisers, but others that had been sourced to provide additional writing support.
All students acknowledged the usefulness of rubrics in their learning. Edwina indicated that

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the vocabulary pyramid and the format for Science reports provided writing support which
allowed her to be more confident when responding to scientific questions. Harriet wrote of an
improved confidence to writing Information reports, with the structure of them assisting her
efforts. Similarly Jasmine’s post-survey saw an overall improved approach to each writing
opportunity, identifying that conferencing was a valuable part of her literacy writing
experiences. Students were also able to articulate what further support they still sought, with
an indication of the types of graphic organisers they considered would assist them, particularly
in the area of writing conventions (grammar, capitals and punctuation).
Results and Discussion
As I reflect on the results of taking action through my research, my findings within
common patterns and recurring themes allow me to confirm that the inclusion of VOICES
(Downunderteacher, 2012) and other selective graphic organisers - such as those published by
Blake Education (1996) - assisted my conferencing with students and, when carefully chosen,
can be used to target specific areas of writing opportunities transferring across a range of
learning domains which can lead to literacy development and improvement. My targeted
students were able to identify the ways in which the graphic organisers assisted them (See
Appendix E). All students indicated that graphic organisers supported them in finding their
‘writing voice’, assisted them when word processing on the computer, and improved their
confidence when writing or conferencing. By addressing the amount of time devoted to
conferencing with each student, the way in which each organiser is presented, and by giving
thought to the phrasing of questions in back-and-forth discussions, I recognised that my
repertoire of conferencing techniques for the students with Autism in my class improved: this

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was the overarching intention of my Action Research project. By considering my intentions
for their writing, it was essential to differentiate the learning experiences for my targeted group.
This means identifying where each student is at in the writing process, providing sufficient time
with each student to discuss their intentions, being mindful of asking the ‘right/write’ questions
when conferencing, and relating the purpose and intention of specific graphic organisers in
order to meet student needs and goals for learning.
My results identify that it is essential that teachers of the student with Autism include a
variety of techniques as part of their teaching repertoire as a way of fostering “people skills”
Hanen Centre (2011). This allows them to connect well with others - both teacher and peers -
in their classrooms: in order to maintain interest and motivation for learning, participating in
effective conferencing sessions with activities related to the intended writing task is also how
the child with Autism will best learn to communicate.
Asperger's syndrome is sometimes described as mild or 'high-functioning' Autism
(Macintosh & Dissanayake, as cited in Connor, 2004). Keen’s (2008) research claims that
students with Autism who receive support for learning earlier, rather than later, “significantly
improve their chances of learning new skills” (p. 3). Including graphic organisers to support
learning has enabled my targeted students to identify and revise goals for learning as part of the
conferencing process. For girls with Autism and identified with Asperger’s Syndrome within
the spectrum, “they can become quite adept at camouflaging their difficulties” (Attwood &
Grandin, 2006, p. 2). Because my current teaching context is within a single-gender (girls only)
school, this finding resonated strongly with me as part of my research; effective conferencing
techniques which included open-ended questions relating to favourite topics allowed my “little
professors” (Attwood & Grandin, 2006, p. 4) to reveal their motivation to learn, particularly

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when the topic they were writing about interested them. Although my targeted students
sometimes have difficulty interpreting social or language cues - indicative of Asperger’s
Syndrome/Autism - their display of advanced language skills for their age sometimes saw them
initiating discussions (Attwood & Grandin, 2006; Raising Children Network, 2016), reminding
me to be actively attending to back-and-forth discussions when conferencing with each student
in order for the process to be effective. This can lead to enhancing meaningful, purposeful and
improved writing engagement.
Summary and Conclusions
A review of literature suggested that students with Autism can improve their writing
ability with appropriate support and direct instruction when scaffolding by the teacher is
provided, teaching approaches and strategies are relevant, and when classroom routines are
consistent and positive (Iovannone, Dunlap, Huber & Kincaid, 2003). I hypothesised that my
targeted students would improve their approach to writing tasks through effective conferencing
with me, as my project reminded me to consider the findings of Stroh, Robinson & Proctor
(2008) and Robinson (2016): focus on what the student can do, rather than what they cannot;
all students are able to participate in a range of everyday activities, regardless of their abilities,
which ensures their inclusion in the classroom (Reid, 2005). Such research has enabled me to
contemplate findings from the perspective of my current practice and how to consider the
inclusion of graphic organisers as a way of providing support and improved communication
when conferencing with students. My middle school students, although indicating a diverse
range of writing ability, are all keen to learn and desire to perform well in their approach to
learning, including the chance to improve and develop their writing skills. Attwood & Grandin
(2006), Mercer (2009), Mede (as cited by Merrifield, 2011) and Merrifield (2011) claim the

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use of graphic organisers can be used specifically to support students and assist the teacher
during the writing process. My results certainly reflect this claim.
I concluded that the quantitative and qualitative data that I gathered showed that, when
conferencing with middle school students with Autism and including graphic organisers as part
of the consultative nature of the process, the development of their writing skills is supported.
These areas include intentionally providing the opportunity for students to write in different
genre (narrative, report, information, persuasive, recount) in order to assist their writing to
evolve, together with the intention of it developing sufficiently to meet the standards expected
of a middle school student. This necessitates the organisation of the students’ writing for an
audience to enable readers to understand what is written, presenting writing which is clear,
focused and interesting, and ensuring that the conventions of writing (proper grammar, capitals
and punctuation) are evident. Including appropriate words - in addition to sentence fluency
(beginnings, length and type) – should also reflect the writing expectations, standards and
benchmarks for middle school students. The positive effects arising from this conclusion is
that the range of graphic organisers which were sourced and included as part of the
conferencing process also helped these students to improve their attitude to writing. This has
significant repercussions: providing time to conference with each student enables them to
become more confident to discuss their writing efforts; effective discussions throughout the
conferencing process, both with students and colleagues, provided deeper insights into their
abilities, encouraging me to peruse which graphic organisers may best suit my intentions and
help meet individual student needs. As there are many factors that can impact conferencing
practices for students with Autism, my strategy for conducting an internet search for
appropriate and relevant graphic organisers enabled me to focus on the specific literacy
requirements each student had, in addition to determining which area of writing development

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they desired to improve upon. This aided me to develop and implement particular strategies,
lending support to the specific learning abilities of each student.
Future Actions and Directions
The Raising Children Network (2016) suggest that knowing what level of
communication the child with Autism has, and how to move forward when communicating,
will determine what strategies to implement during the conferencing process of a writing task:
revisiting the personal VOICES goals of my targeted students they initially identified will also
help me to consider other gains in areas of development, such as behaviour and learning. Such
findings also lend support to similar literature presented by Dickerson & Calhoun (2005) and
Rupley (2009), both cited in Merrifield (2011). Their suggestion is that graphic organisers can
include concept mapping as a way of sequencing ideas, in addition to being used as a reference
for the student, when reflecting on learning. This allows for repetition of key ideas to be
reinforced. They also support “the ability to identify basic story structures for students (using
words or pictures)” (p. 20). Each of these notions could form part of future actions for the
teacher-researcher whose intention it is to add to their own literacy repertoire to enhance the
communication and writing skills of the student with Autism.
Arising from my research are additional findings to be considered from others.
Merrifield (2011) acknowledged previous research (Williams et al, 2002, Basil & Reyes, 2003
as cited in Merrifield, 2011) suggesting Computer Assisted Instruction (CAI) can include
graphic organizers which “provide immediate feedback to students, individualize instruction,
and allow for extensive rehearsal and repetition” (p. 29). Similarly, research conducted by
Smith (as cited by Merrifield, 2011) noted improvement in writing and fluency ability when

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students used technology software as part of regular instruction. Accessing graphic organisers
through CAI is an area which other educators, including myself, might consider. Claims by
Merrifield (2011) and Kamaruzaman, Rani, Nor & Azahari (2016) that positive gains are
achieved from CAI encourages me to consider how conferencing and writing for my targeted
students in this way - rather through the conventional methods of writing or perhaps a
combination of both - may better engage them, leading to an improved approach and more
positive attitude to writing tasks. Basil & Reyes (as cited in Merrifield, 2011) also identified
CAI as “more meaningful and interesting for the students”, with their “ability to construct
sentences enhanced greatly in a short period of time” (p. 29). For this reason, further
investigation of educational interactive software to motivate, support and engage student
learning is warranted and being explored: Blake Education (1999), for example, has a range of
interactive resources to enhance both the primary and secondary literacy development of
diverse students, particularly in the area of writing; collaboration with staff sees this software
being trialled more extensively within my Learning Cluster, with the focus on its effectiveness
for teaching Exposition genre.
When supporting middle school students identified on the Autism spectrum, of further
interest to me is consideration for the way in which Thinking Routines, advocated by Harvard
University researchers Ritchhart & Perkins (2008), can further support effective conferencing
opportunities between teacher and student. This links to my research, as their suggestion is
also to encourage the time for back-and-forth discussions between teacher and student by
including a range of repeated routines embedded as part of classroom culture: such
implementation allows for thoughtful and purposeful conferences to be better promoted,
leading to greater motivation for learning and deeper understanding and engagement in the

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classroom. I would thus anticipate that more meaningful connections could be made to enhance
the writing process.
I recognise that my project could have a significant impact for teachers exploring ways
to support students with Autism in their learning, so I am excited that these considerations will
be discussed and shared further with colleagues in my current school setting as part of
professional learning opportunities: my suggestions can contribute to progressing current
thinking towards girls’ education, with the potential for influencing positive changes to current
literacy practices and pedagogy within our curriculum. By presenting my findings to different
sectors of the school, I am providing further knowledge to help shape 21st
century approaches
to education whilst also upholding the teaching standards within my profession (Australian
Institute for Teaching and School Leadership, n.d.; Thompson & Kamler, 2013).
Reflections
My findings support my claim that, when taking the time to conference effectively with
students, using graphic organisers can enhance the literacy toolbox for the student with Autism.
By developing my Teacher Action Research to explore additional ways in which continued
improvement can be made, further research must be completed to determine if conferencing in
this way genuinely affects the enhancement of improved teaching and student learning. By
considering critical questions and values relevant to conferencing practices within my current
teaching context, I was able to explore how to improve the writing abilities of students with
Autism and so improve their chances of learning new literacy skills. I consider my systematic
and rigorous approach to research has produced evidence which validate and support my claims
about improved practice within the classroom (McNiff, 2002).

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I also recognise that my research can be developed further: by conferencing with
students within the same year levels, or in other sectors of the school (lower primary, middle
primary and secondary) to meet the needs of a diverse range of learners, support for a wider
group of learners - which includes both boys and girls as part of the targeted study group - can
lead to enhancing school literacy improvement (Burker, n.d; Koshy, 2015). For this reason, a
larger scale study is recommended. To return again to the research of Tissot (2003, as cited in
Merrifield, 2011) who state that “Visual learners are children that process and retain
information better if it is presented in a format where it is written down and can be seen, as
opposed to information that is primarily heard” (p. 246), I strongly encourage the reflective
practitioner not to undermine the inherent value and benefit that graphic organisers bring as a
visual learning and writing support for the students with Autism which many of us teach in 21st
century classrooms.
The Action Research Project I have conducted has indicated the value of purposeful
graphic organisers as an integral component of conferencing with middle school students with
Autism when included as part of daily writing opportunities. It is hoped that - for the teacher
who takes the time to engage deeply and effectively in the conferencing process across any
learning domain - their inclusion within a literacy writing toolbox are recognised for
contributing successfully to the motivation and engagement of the diverse range of students
with whom they teach and learn, leading to pedagogy and practice which is both enriched and
improved.

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Dittrich, W. H., & Tutt, R. (2008). Educating children with complex conditions:
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Fox, M., Green, G., & Martin, P. J. (2007). Doing practitioner research. London: SAGE.
Hanbury, M. (2012). Educating students on the autistic spectrum: a practical guide.
Sage Publications.
Hanen Centre (2011). Social communication development in children with high-functioning
Autism, including Asperger syndrome. Retrieved from
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Hill, S. (2014). Developing early literacy: assessment and teaching. Eleanor Curtain
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Hopkins, D. (2008). A Teacher's guide to classroom research. Maidenhead, England: Open
University Press.

AUTISM 23
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Izzo, A. (2006). Research and reflection: teachers take action for literacy development.
Greenwich, Conn: Information Age Pub.
Kamaruzamana, M., Rani, N., Nor, H. & Azaharia, M. (2016). Developing user interface
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Lankshear, C., & Knobel, M. (2004). A Handbook for Teacher Research: From Design to
Implementation. Maidenhead, England: Open University Press.

AUTISM 24
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McNiff, J. (2002) Action research for professional development. Retrieved from
http://www.jeanmcniff.com/ar-booklet.asp
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AUTISM 25
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Teaching_2016_02.pdf
Pittman, M. (2007). Helping pupils with autistic spectrum disorders to learn. Sage
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Raising Children Network (2016). Communication in children with ASD
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Reid, G. (2005). Learning styles and inclusion. Sage Publications.
Robinson, P. (n.d.). Life with an “I CAN” attitude: my journey to becoming an assistant
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AUTISM 26
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AUTISM 27
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Publications.
MPiper August 2016

AUTISM 28
Appendix A
EDUC 6004/6014/6018: Capstone Action Research Planning Tool 4 – UPDATED ACTION PLAN FROM
CAPSTONE A
1. What is the problem/issue?
My focus question is: When conferencing, how can graphic organisers assist and improve the writing of
high-functioning students on the Autism spectrum?
The problem I have been addressing is how to improve the effectiveness of conferencing with students,
specifically those whom have been identified on the Autism spectrum (Jasmine, Edwina and Harriet), as they
participate in the Writing process, using the graphic organiser (VOICES).
2. What is one goal (or change) you hope to achieve?
Throughout my initial Action Plan I have been using selective questions/statements from the VOICES graphic
organisers to improve my questioning techniques as I conference with these particular students. These graphic
organisers have enabled me to recognise the potential for improving conferences when including them in
ongoing discussions throughout the writing progress with my targeted students.
3. What do you hope to achieve by solving the problem/addressing the issue? (1 possible solution)
Identification and recommendations/suggestions for specific statements to be selected from the VOICES
graphic organisers when conferencing with students on the Autism Spectrum during the Writing Process.
Edwina, Harriet and Jasmine have each responded well to the VOICES graphic organisers. Edwina and Harriet
are ready for further differentiation to support their learning; Jade still needs to have intervention which
supports her ORGANISATION – she stays on topic but has difficulty with grouping similar thoughts together in
each paragraph.
Edwina has enjoyed the focus on IDEAS, and uses some interesting words when writing. I feel she can be
extended in this area, so am keen to introduce her to more ambitious vocabulary to use when writing
narratives.
For Harriet, who is also responding well to the VOICES graphic organisers which focus on ORGANISATON, we
have discussed the use of including connecting words in her writing so that it is easier for readers to follow and
understand her narrative.

AUTISM 29
Articulating smaller strategies for success…
What will you do to
achieve you
goal/change?
How will you
implement the
action(s) to
achieve the
goal/change?
When will you
implement your
action(s)?
What resources
do you need,
human and
otherwise?
How will you
measure success
or progress?
What data do you
need to collect to
determine
success or
progress?
Where/from
who will you
collect the
data?
For Edwina:
at the brainstorming
stage of the Writing
Process focus on the
need to expand her
vocabulary:
incorporate the
‘ambitious
vocabulary’ pyramid
from Andrell
Education
Present
‘ambitious
vocabulary’
pyramid for
sharing and
discussion as part
of the
conferencing
process
During the
brainstorming
stage so that it
can be referred to
by Edwina
throughout the
Writing Process
‘Ambitious
Vocabulary’
pyramid’ –
include as a
personal copy for
inclusion in her
Writing Book;
Through the
quality of
discussions that
arise when
conferencing with
Edwina
Anecdotal
notes/recorded
discussions;
Evidenced in
completed writing
samples
From
conferences
held with
Edwina;
follow up
discussions
with Edwina
and critical
friend (TUA
colleagues,
parent and
Kim)
For Harriet:
at the brainstorming
stage of the Writing
Process focus on the
need to suggest
using the
‘connectives’
pyramid from
Andrell Education
Collect further
evidence from
Step 2 of the
Writing Process
(Outline) to
further organise
the thoughts
students have
revealed from
brainstorming.
During
conferencing
sessions with
Harriet; ensure
she understands
the purpose of
including
connectives when
writing to
enhance her
thoughts, ideas,
phrases and
sentences.
‘Connectives
pyramid’ –
include as a
personal copy for
inclusion in her
Writing Book ;
Quality of
discussions held
through
conferencing with
Harriet
Anecdotal
notes/recorded
discussions;
Evidenced in
completed writing
samples
From
conferences
held with
Harriet
follow up
discussions
with Harriet,
parent and
critical friend
(TUA
colleagues
and Kim)
For Jasmine:
Continue to
conference with
Jasmine as she
includes relevant
statements from the
VOICES graphic
organisers, targeting
ORGANISATION (I
arrange my writing
so readers can
understand it.)
Provide a list of
general and
specific questions
and instructions
from the
ORGANISATION
planner with
Jasmine
During
conferencing –
this will guide
discussion and
assist Jasmine in
her writing efforts
List of general and
specific questions
focusing on
spelling,
grammar,
paragraph,
sentence length;
Passion, desire
and patience!
Quality of
discussions held
through
conferencing with
Jasmine;
Feedback on
editing required
through
conferencing with
Jasmine
Proofing and
editing as part of
conferencing with
Jasmine
From
conferences
held with
Jasmine;
follow up
discussions
with Jasmine,
parent and
critical friend
(TUA
colleagues
and Kim)

IMPROVING CONFERENCING WITH MIDDLE SCHOOL AUTISTIC STUDENTS
30
Appendix B
Author/
Date?
Research
Question(s)?
Action Research
Design
Results? Major findings? How does this
research inform your
study?
(AITSL, n.d.)
(Victoria State
Government, Education
and Training, 2015)
(West, 2011)
Ethical validity – all
participants within the
study to remain
anonymous to uphold
privacy;
add to engagement of
professional learning
Author/
Date?
Research
Question(s)?
Action Research
Design?
study?
(Boucher, 2009)
(Pittman, 2007)
(Dittrich & Tutt, 2008)
(Robinson, n.d.)
Asperger’s Syndrome
and Literacy
A look at the disorder
and instructional
approach for teachers
Traditional methods of
teaching phonemic
awareness to children
with Autism spectrum
disorders do not work
Students have to
acquire essential
cultural skills if they
are to express
themselves in literate
ways
Consider how best to
scaffold learning for
Asperger’s Syndrome
students using historic
and contemporary
research
(Deoell, 2011)
Use Individual
Education Plans (IEPs)
to monitor progress
Consider inclusion of
IEPs to monitor
progress of project
participants
Author/
Date?
Research
Question(s)?
Action Research
Design?
study?

31
(O’Brien, 2003)
The effects of story
mapping on students
with learning
disabilities
Completion of a story
map with related
questions. Pre-test and
post-test to determine
growth
Data revealed
improvement in growth
Reading intervention
can improve reading
comprehension for
students with learning
disabilities
Further research can
determine if story
mapping genuinely
affects the
comprehension of
students on the Autism
spectrum
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Smith, 2004)
The effect of mini-
lessons in writing
strategies combined
with the assistive
technology program
Write: OutLoud on the
writing fluency skills of
a learning disabled
student
A case study
methodology used for
middle years student
Indication of an
increase in the writing
and fluency ability
An increase in the
writing and fluency
ability of this student as
well as an increase in
the student’s perception
of his writing ability
Exploration of the Test
of Written language
pre- and post-test and
the Writers Self-
Perception Scale pre-
and post-test
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(MacDonell, 2015)
(Jordan as cited in
Robinson, n.d.)
Research exploring the
characteristics of girls
and Asperger’s
syndrome
Consideration from a
range of authors and
studies
Girl with Asperger’s
syndrome who are
included in mainstream
classrooms require
accommodation from
the school
Consider how best to
assist these students to
move forward when
conferencing
The way in which I
effectively conference
with students can
influence how well
their communication
skills develop,
particularly by giving
them “time”.

32
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Hanen Centre, 2011)
Research developed
from how to improve
communication
development in young
children with Asperger
syndrome
Talkability Progam
Talkability strategies to
teach parents how to
talk to their children so
that they are able to
have successful
conversations
Foster people skills in
students with Autism to
assist their connection
with others in the
classroom. This can be
achieved through
everyday conversations
and activities
Use the Is (include
children’s interests,
ideas and words;
interpret message;
introduce your own
ideas; insist on change
of topic.
Use the cues - comment
and wait; ask a question
and wait; make it easier
to answer your question
and wait; hint and wait;
make a suggestion and
wait; tell the child what
to say or do and wait
Development of
strategies to teach how
to talk to the autistic
child so that they can
learn how to have
successful
conversations
Video recording of
conversations with
Autistic children
What works best when
teaching strategies for
extending
conversations that there
is much opportunity as
possible to learn
Observations from
Video feedback when
attempting to conduct
good discussions with
autistic students to
improve practice

33
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Raising Children
Network, 2016)
(Jordan as cited in
Robinson, n.d.)
Consideration of how
to support parents and
teachers when
communicating with
autistic children
A range of settings and
experiences as part of
research to provide
specialist knowledge
and support for parents
and practitioners
Sometimes children
with ASD do not seem
to know how to use
language, or how to use
language in the same
ways as typically
developing children
Autistic children can
find it difficult to relate
and communicate with
other people using
language
With help and
understanding, your child
can develop
communication skills
Autistic children might
be slower to develop
language, have no
language at all, or have
significant difficulties
in understanding or
using spoken language
Communication is a two-
way process that uses eye
contact, facial expressions
and gestures as well as
words; How well a child
with ASD communicates
is important for other
areas of development,
such as behaviour and
learning
Assist the student’s
attempts to
communicate by using
strategies
Consider using these
strategies when devoting
TIME to conferencing:
1. use short sentences
2. use less mature
language
3. exaggerate tone of
voice
4. provide
encouragement and
prompting when it
is their turn in a
conversation
5. ask questions that
require a response
6. provide enough
time to respond
7. encourage eye
contact

34
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Attwood, n.d.)
The central theme
provided by these authors:
the effects of instruction
of graphic organizers in
terms of students’
attitudes towards reading
in English
These researchers were
cited by Merrifield as part
of her literature review
The quality of these
studies were validated in
Merrifield’s studies
Graphic organizers can
aid learners’ applications
and have a positive
influence on attitudes
towards reading
Consider how to use
graphic organisers as a
positive way to aid
conferencing and writing
of my target group
(O’Brien, 2003)
(Mede, 2010)
(Mercer, 2009)
(Merrifield, 2011) Descriptive analysis using
data from pre and post
questionnaires, focus
group interviews
Analysis of learners’
attitudes were considered
(Dickerson & Calhoun,
2005)
(Rupley, 2009)
(Montague, Graves &
Leavell, 1991)
Examination of middle
school compositions
through comparative data
Use of data collection
through inclusion of story
grammar cue cards
Significant differences
were no longer apparent
when time and structure
were provided for
planning narratives
Consider identifying and
extracting relevant cue
cards from graphic
organisers when
conferencing
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Burker, n.d.)
Identifying previous
studies helps validate
studies
Consider design process
carefully
Provides helpful
information for Action
Research that is to be
undertaken by putting I
context
Design of project
clarifies, refines topic and
validates research
Teaching/conducting
international research;
Validates project
(Koshy, 2015)
(Fox, Green & Martin,
2007)
Hopkins (2008)
(Lankshear & Nobel,
2004)
(Noffke & Somekh, 2009)
(Pine, 2009)
(Somekh, 2006)
(Whitehead & McNiff,
2006)
(Williams, 2015)

35
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Attwood, n.d.)
The central theme
provided by these
authors: the effects of
instruction of graphic
organizers in terms of
students’ attitudes
towards reading in
English
These researchers were
cited by Merrifield as
part of her literature
review
The quality of these
studies were validated
in Merrifield’s studies
Graphic organizers can
aid learners’
applications and have a
positive influence on
attitudes towards
reading
Consider how to use
graphic organisers as a
positive way to aid
conferencing and
writing of my target
group
(O’Brien, 2003)
(Mede, 2010)
(Mercer, 2009)
(Merrifield, 2011) Descriptive analysis
using data from pre and
post questionnaires,
focus group interviews
Analysis of learners’
attitudes were
considered
(Dickerson & Calhoun,
2005)
(Rupley, 2009)
(Montague, Graves &
Leavell, 1991)
Examination of middle
school compositions
through comparative
data
Use of data collection
through inclusion of
story grammar cue
cards
Significant differences
were no longer
apparent when time and
structure were provided
for planning narratives
Consider identifying
and extracting relevant
cue cards from graphic
organisers when
conferencing
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Burker, n.d.)
Identifying previous
studies helps validate
studies
Consider design
process carefully
Provides helpful
information for Action
Research that is to be
undertaken by putting I
context
Design of project
clarifies, refines topic
and validates research
Validates project
(Koshy, 2015)

36
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Australian Human Rights
Commission, n.d.)
General information
provided by a range of
authors through websites and
blogs helping to define and
identify characteristics of the
autistic child
A range of authors and
studies considered
Excellent evidence to assist
others in identifying autistic
children
Definition of Autism
Identifies target group,
assisting in research
(Macintosh & Dissanayake,
2004)
Characteristics of Autism(Attwood & Grandin, 2006)
(Steward, 2014)
(Raising Children’s
Network, 2016)
Determine level of Autism in
student behaviour and
learning; identify the stastics
of children in mainstream
schools with Autism and the
level of support they receive
Australian Bureau of
Statistics (2009)
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Mercer, 2009)
Assisting the teacher to
understand the literacy
difficulties autistic children
experience in middle years
classrooms
A review of literature from a
range of author identifying
specific challenges teachers
face in traditional classrooms
when teaching autistic
children
Autistic children process
information differently
This presents challenges for
teaching methods
Consider other teaching
methods, including
technology, to engage and
motivate targeted students as
part of appropriate support
and intervention
(Merrifield, 2011)
(Wagner as cited in Attwood
& Grandin, 2006)
Teachers need to be
knowledgeable about Autism
Pennington & Delano, 2012) Ensure students are provided
with models of quality
writing, access to word
processing and other
components for writing
productivityHanbury (2012)
(Iovannone, Dunlap, Huber,
& Kincaid 2003)
Appropriate support and
direct instruction improves
student writing(Reed, 2014)
(Tissot, 2003)
Information is retained if it is
written down and seen rather
than heard

37
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Attwood, 2011)
What instructional
approaches can be
suggested for teachers?
A review of literature
from other authors
Differentiating
instruction helps to
include the autistic
child in the classroom;
very helpful studies.
Autistic students are
identified/included in
mainstream classrooms
How to differentiate
instruction for
successful inclusion
when meeting needs as
part of curriculum
planning
(Doell, 2011)
(MacDonell, 2015)
(Hanberry, 2012)
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Hanen Centre, 2011)
Central theme: What
can facilitate the
communication
development of
children?
Professional advice
provided through the
website
Expert opinions
provide helpful advice
to those engaging with
autistic children
Fostering people skills
in autistic students
allows them to connect
with others in
classrooms Consider language use
when conferencing
with students.
Individual video
feedback sessions when
collecting data
Development of
‘Talkability Program’
focusing on specific
tuning-in words when
conversing with
students
The ‘Talkability
Program’ supports
back-and-forth
discussions when
conversing with autistic
students
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Burton & Bartlett,
2016)
Focusing on how to
conduct the process of
action research cycles
by identifying patterns
in collected data
Providing advice re
undertaking action
research
Valid advice to inform
the researcher
Consider research time-
line; plan in practical
steps
Crucial as part of the
process, as time is
limited for the project
(Izzo, 2006)

38
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Merrifield, 2011) Central theme: How to
enhance reading
comprehension for
students with Autism
with the inclusion of
Computer Assisted
Instruction
Data collected through
student questionnaires,
parent conversations,
classroom observations,
work sessions
Computer Assisted
Instruction (CAI)
includes graphic
organisers and showed
improvement in student
learning
Positive gains in
learning through
including CAI when
teaching autistic
students;
ability of students to
construct sentences
enhanced greatly in a
short period of time
Consider CAI as part of
my research project(Williams et al, 2002)
Research of others
taken into consideration
as part of findings
(Basil & Reyes, 2003)
(Smith, 2004)
(Kamaruzaman, Rani,
Nor & Azahark, 2016)
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Merrifield, 2011)
How to enhance
reading comprehension
for students with
Autism How to
enhance reading
comprehension for
students with Autism The research of others
helped to inform the
details provided
Results of studies both
here and overseas assist
in contributing to
findings and
recommendations
Autism continues to
grow: this has
important implications
from research for others
that follow; use
findings to develop and
improve curriculum
design
Take into account the
research of others as
part of literature review
in preparation for
Action Research
Project; as it is
conducted and
completed, share your
findings to contribute to
current thinking and as
a way of providing
knowledge and
strategies to improve
student learning and
outcomes
(McConkey & Samadi,
2011)
The articles were
written to provide
practical advice for the
teacher of autistic
children.(Hutten, 2010)

39
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Pine, 2009)
The reason this article was
written: How to build
knowledge within context
through Action Research
Design
The research of others
helped to inform and guide
the design of research to be
undertaken
Insightful information
provided – excellent source
of information for anyone
considering undertaking
Action Research Projects
Access a range of
professional journals, official
government publications,
search engines, internet
sources (including blogs and
websites) when considering
past research
A literature review helps
identify progress that has
already been made and puts
it in context, informs what
needs to be done, helps to
refine focus, identifies
between ideas and practice
and identifies methods to be
used
Author/
Date?
Research
Question(s)?
Action Research
Design
study?
(Pennington & Delano,
2012) Education practices of
teachers as they support
autistic children in literacy
tasks and activities
A review of literature from a
range of authors
Assessing and selecting
appropriate interventions for
classroom practice
Limited studies linking
autistic middle school
students to learning
Provides challenges when
conducting a literature
review; recommendations
from my research can add to
current pedagogy and
influence practice(Costley, Clark & Bruck,
2014)
(Keen, 2008)
(Stroh, Robinson & Proctor,
2008)
(Reid, 2005)
How to engage learners with
Autism
Researching knowledge of
factors that impact
engagement of learners with
Autism
How to support autistic
children by engaging them in
learning activities as a result
of intervention
Increased knowledge
regarding how to support
autistic children by engaging
them in learning activities as
a result of intervention
Consideration of educational
programs which can be used
as part of intervention
practice by focusing on what
the student can do as
opposed to what they can’t
do to ensure inclusion
Source that inspired and informed this matrix: Atkinson, Maxine P., Jeremiah B. Wills, and Amy I. McClure. 2008. “The Evidence Matrix: A
Simple Heuristic for Analyzing and Integrating Evidence.” Teaching Sociology 36(3):262-271.

40
Appendix C: Daily Diary, Writer’s Profiles (pre- and post- surveys), Personal Writing Goals, Wall Display Photographs, Anecdotal Notes/Observations
and Writing Samples
Figure 1 Daily Diary
Week
Beginning:
Day Genre
Conference with
Edwina Harriet Jasmine
Critical
Friends
Kim/
TUA
ConferenceConducted
VOICESGraphicOrganiserfocus
Anecdotalnotesfromconferences
Writingsamplescollected
VideoRecording/Documentation
ConferenceConducted
ConferenceConducted
Monday,May16
Cycle3
Monday
Information
             
Tuesday
&ambitious
vocabulary
&Punctuation
pyramid
&Punctuation
pyramid

Wednesday            

41
Monday,May23
Cycle4
Monday
Report(Science,Informationand
BookReview)

&ambitious
vocabulary
  X
Absent from the day (external music
concert and performance)

&Punctuation
pyramid
 
Tuesday X
Absent from class (Maths Extension)


 
&Punctuation
pyramid
Wednesday 
&ambitious
vocabulary
   
&Connectives
pyramid
   
&Punctuation
pyramid
  
Monday,May30
Cycle5
Monday
Persuasive&Report(Scienceand
Inquiry)
House Debating – Debaters
Society, Victoria (Incursion)
Tuesday 
&ambitious
vocabulary
 
&Connectives
pyramid

&Punctuation
pyramid
 
Friday
(Science
lesson)
&ReportRubric

&ReportRubric
  
&ReportRubric
 

42
Monday,June6
Cycle6
Monday
Persuasive

&ambitious
vocabulary
  
&Connectives
pyramid
  X
Absent from school
Tuesday X
Absent from class (Maths)
   X
Absent from school
Wednesday 
&ambitious
vocabulary
   
&Connectives
pyramid
   X
Absent from school
Tuesday,June14
Cycle7
Queen’s Birthday Holiday
Tuesday
Persuasive
              
Wednesday  &
Debate
Rubric
    &
Debate
Rubric
    &
Debate
Rubric
  
TERM BREAK – 3 WEEKS – JUNE 20-JULY 11
Tuesday,July12
Cycle8
Staff Day – Student-Free Day
Tuesday
Narrative/Recount
VOICES Classroom and Individual goals were revisited: my targeted students identified which VOICES statements would be
included as their focus for writing this term, with their genre being identified as Narrative.
Wednesday 
&ambitious
vocabulary
   
&Connectives
pyramid/punct
uationpyramid
   
&Punctuation
pyramid
  
Post Writer’s Profile survey completed for targeted students.

43
Figure 2 Edwina, Harriet and Jasmine’s Writer's Pre- and Post- Profile survey

44

45

46
Figure 3 Classroom Wall Displays in each Learning Cluster indicating ‘essential’ VOICES statements for students

47
Figure 4 Anecdotal Notes from Conferences and Observations
Week
Beginning:
Day Anecdotal Notes from Conferences and Observations
Monday,May1
Cycle1
Tuesday
Edwina From the ‘Writer’s Profile’ survey, Edwina suggested that she would like to make her stories interest
others. This will form the focus of our conferences next week.
Harriet From the ‘Writer’s Profile’ survey, Harriet has identified that she has difficulties thinking of ideas when
writing. She is also seeking assistance for spelling and punctuation. This will form the focus of our
conferences next week.
Jasmine From the ‘Writer’s Profile’ survey, Jasmine is keen to have assistance when creating interesting stories.
She has also wanting to make her stories interest others. Jasmine’s survey has indicated that she wants
assistance when adding details and when word processing her stories on the computer. This will form the
focus of our conferences next week.
Critical Friends Curious about student responses from survey. Suggestion to select VOICES statements which reflect
their response and have these contained within writing book; Have class grouped to identify classroom
goals for writing – display these on a VOICES wall.
Wednesday
VOICES Existing
Classroom
Goals
VOICES:
 I match my voice to the purpose of my writing.
 I match my tone to the emotions of the characters.
 I write about topics that excite and interest me.
 I find MY WAY of saying familiar things.

48
 I’m not afraid to show my feelings in my writing.
ORGANISATION:
 I hook the reader with a bold beginning.
 My writing is sequenced in time or another order.
 I finish with an excellent ending that wraps up the story.
 I grab the reader’s attention with an engaging title.
 I use clear transition words to connect ideas.
 I use titles and sub-titles to sequence information writing.
 I stay on topic.
 I read my writing aloud to check it makes sense.
 I add labels, headings, captions and pictures.
 I use graphic organizers to plan my writing.
IDEAS:
 I think and talk about my ideas before I plan or write.
 I collect ideas for writing inspiration.
 I let my ideas flow – and revise and edit later.
 I add specific details to elaborate on my ideas.
 I add quality details like who, what, where, when, why, how and my feelings.
CONVENTIONS:
 I use commas when listing a series of things or events.
 I use an exclamation mark (!) to show strong emotion.
 I add a question mark (?) at the end of each asking sentence.
 I use a caret (^) to insert words or phrases.
 I use apostrophes for contractions.
 I use apostrophes to show possession.
 I add ‘s’, ‘es’ or ‘ies’ for plurals.
 I remove details that cause my writing to veer off track.
EXCELLENT WORD CHOICE:
 I show, not tell, what my character is thinking and feeling.
 I choose precise words that say just what I want to say.
 I experiment with new and exciting words.

49
 I show emotion with my choice of words that describe actions.
 I choose adjectives that paint a picture.
 I use a thesaurus to find synonyms for overused words.
 I use synonyms instead of repeating the same words.
 I try writing with words I’ve read or heard spoken.
 I experiment with similes and metaphors.
 I use idioms to represent an idea (e.g. feeling under the weather).
SENTENCE FLUENCY:
 I start my sentences with different words.
 I read my writing aloud to check it has a smooth flow.
 I vary the length of my sentences.
 I use different types of sentences to add interest.
 I stretch out simple sentences by adding details.
 I slip in some dialogue to vary my sentences.
Edwina Student selection of 3 of each VOICES statements as a way of assisting conferencing:
VOICE: I show my personality in my writing
 I’m not afraid to show my feelings in my writing.
ORGANISATION: I arrange my writing so readers can understand it.
 The mighty middle of my story holds the reader’s attention.
 I hook the reader with a bold beginning.
IDEAS: My writing is clear, focused and interesting.
 I let my ideas flow – and revise and edit later.
 I add specific details to elaborate on my ideas.

50
CONVENTIONS - My writing has proper grammar, capitals and punctuation so it is easy to read.
 I use a caret (^) to insert words or phrases.
 I use different sizes and colours of text to convey emotion.
EXCELLENT WORD CHOICE - I choose words that create pictures in the reader’s mind.
 I choose interesting words that paint a picture.
 I show, not tell, what my character is thinking and feeling.
SENTENCE FLUENCY - I vary sentence beginnings, length and type.
 I stretch out simple sentences by adding details.
Harriet Student selection of 3 of each VOICES statements as a way of assisting conferencing:
 I match my voice to my audience.
 I arrange my writing so readers can understand it.
 I finish with an excellent ending that wraps up the story.
 I choose a topic I know a lot about.
 I draw pictures with lots of detail to flesh out my ideas.

51
 I use a capital letter for the names of people.
 I use commas when listing a series of things or events..
 I use apostrophes to show possession.
 I use vivid words to bring energy to my writing.
 I experiment with new and exciting words.
 I show emotion with my choice of words that describe actions.
 I use different types of sentences to add interest.
 I slip in some dialogue to vary my sentences.
Jasmine Student selection of 3 of each VOICES statements as a way of assisting conferencing:
 My writing is fun to read.
 I find MY WAY of saying familiar things.
 I stay on topic.
 I read my writing aloud to check it makes sense.
 I use graphic organizers to plan my writing.

52
 I choose a topic I know a lot about.
 I narrow down information topics to focus my writing.
 I use graphic organisers to flesh out my ideas.
 I add a space between each of my words.
 I start each proper noun with a capital letter.
 I choose adjectives that paint a picture.
Critical Friend As a result of classroom identifying classroom goals, Kim suggested creating and displaying ‘essential’
statements on a VOICES wall (see photograph).
TUA feedback: the focus on what each student will be a real strength of the project; additional strength of this research is for deliberate and purposeful
conferencing techniques; actions will grow as plan is refined through finding other avenues of data collection eg/ include samples of student work (in-
text diagrams to support explanations/in text as a reference to appendices; be open to new ideas and develop a willingness to move forward with
learning along with students; use statements from student observations as a way of forming part of significant discussions; use particular statements for
students to work on
TUA feedback: survey students on what they think of the VOICES graphic organiser I have selected as a way of engaging and motivating them
TUA feedback: my research is identifying a personal gaol as part of a professional growth opportunity as well as providing benefit for students

53
TUA feedback: attend to practical aspects of organisation of research: storing work, keeping a log and journal
TUA feedback: colleague observations as part of data collection
TUA feedback: Parent feedback of student participation through survey/interview
Monday,May9
Cycle2
Monday
Edwina Focus on statement selection during conference when completing draft for recount of Cross Country
carnival as part of writing task.
Harriet During conference, in response to discussing draft copy which was submitted: “I still need to focus on my
writing conventions, don’t I?”
“I think my last sentence showed a good finish to my recount”
“The words that showed excellent word choice were ‘exhausted’, ‘prepare’, ‘announce’, ‘paused’
…oh…and ‘participate’!”
“I didn’t need to include any dialogue...I was too busy trying to tell the story of being exhausted!”
Jasmine Focus on statement selection during conference when completing draft for recount of Cross Country
carnival as part of writing task.
Critical Friend Kim likes the way I have presented my VOICES classroom statements and is going to conduct the same
activity with her Year 6 students (we work as a team and it is important as part of our collaboration that
classroom displays reflect this. She is very curious about the way I’m approaching the conferencing
process.
Tuesday
Edwina
Focus on statement selection during conference when completing edited version for recount of Cross
Country carnival as part of writing task.
Harriet
Critical Friend Kim’s suggestion re final recount text (House Cross Country) students have submitted as writing task:
Focus on statement selection and responses during conference with each student
Wednesday Edwina “I think I showed my personality…I wrote about my feelings for Cross Country. I really don’t like to run!”

54
“I had a bold beginning because this showed in my first sentence.”
“I added lots of detail to the way I felt when I was running.” (Edwina agreed with me when we chatted
about the use of language she used to convey emotion and her excellent word choice: hope, surpass,
frowning, swirling exhausted, ploughed, suffer). We both agreed that her sentence fluency added
strength to her finished writing piece.
Jasmine “I liked presenting my final copy in rainbow print…it is showing how my writing can be fun to read!” (We
shared ideas how ‘fun’ can also be used in other ways…! Discussion focused on how difficult it was to
read Jasmine’s writing and how it detracted from the content and purpose. Jasmine added that she
considered this was her way of saying familiar things, and so she was also adding to her ‘VOICE’
statement: I find MY WAY of saying familiar things). She has a valid point…my research indicates
Jasmine’s literal responses are very indicative of the trait of an Autistic student.
I was particularly pleased how Jasmine stayed on topic: her final copy indicated an improvement in her
organisation of thought.
Jasmine finds it easier to word process her writing: her spacing between words when drafting ideas or
text reveals this is a difficulty for her.
“I think the words ‘passed out’ and ‘couldn’t breathe’ and ‘nearly collapsed’ were good words to use. I
nearly died!”
“I don’t like reading my writing aloud. I don’t want other people to hear it because they’ll think it’s not
very good. I just want to try to read it in my head.”
Critical Friend Kim suggested when I take notes that I select the parts of the conferencing that best convey the essential
parts of the dialogue. She commented that I was taking too many notes that were irrelevant for the
purposes of the conference.

55
Week
Beginning:
Day Anecdotal Notes from Conferences and Observations
Monday,May16
Cycle3–Genrefocus:InformationReport
Monday
Edwina MP: I wonder if you can include some other details about the Black Saturday Bushfires, Edwina…perhaps include a map to
show the communities which were affected?
Edwina: Do I need to write in complete sentences when it is a PowerPoint presentation?
MP: No…how else might you punctuate the information when it is a PowerPoint slide?
Edwina: with bullet points?
MP: I wonder if this word pyramid will help you with adding better meaning to your writing.
Edwina: Ambitious vocabulary. Cool!
MP: Which words do you think you might like to use? Are there any you could include in your report?
Edwina: worst, courage, unfortunate…they’re all about Bushfires.
Harriet MP: Do you remember in your writing survey you indicated that you wanted help with your punctuation? I wonder if you
think this punctuation pyramid may help you…
Jasmine MP: I’ve noticed you’ve been forgetting to add details to your writing which includes punctuation. I have a punctuation
pyramid which I found on the net. Would you like to have a copy? You can keep it in your writing book and use it when
you go to check your work…
Critical
Friend
Kim likes the idea of the pyramids I have found on the net. We discussed matching different ones to the specific needs of
each student.
Wednesday
Edwina “I used the ambitious vocabulary pyramid to help me with my presentation. Do the words have to be written or can I say
them when I present to the class? I used the word ‘tragic’.”
“I had trouble putting all the information into my PowerPoint for my first slide. I need to include lots of facts and I’m
worried I can’t remember what to say. I was able to use bullet points in my other one (slide #2)”
Jasmine “The punctuation pyramid has been great! See! I remembered to put a full stop at the end of each bullet point! I was
even able to use brackets and those dotted things (dotted colons) on my PowerPoint! That’s Level 5, right?”
Critical
Friend
Kim has been keen to see how the pyramid organisers have been working this week and is considering using them in her
own classroom as part of her literacy wall display.

56Monday,May23
Cycle4–Genrefocus:InformationReportandBookreview Monday Edwina “I’m trying to make my writing succinct…it’s not easy when there isn’t much space on the circle for my writing.”
Jasmine “I’m not sure where to start my writing…My caterpillar circle doesn’t have any lines, but I have some great ideas for what I
want to write about...I’m writing about Miranda books! I’m going to use the punctuation pyramid again. It’s helping me
remember which bits I need to include.”
Tuesday Harriet MP: I wonder if you remember when to use the punctuation pyramid?
Harriet: Yes…and I have it next to my page when I’m writing…I’m finding it really helpful.
MP: I have another pyramid for you today that I thought you may like to use…I found this one on the net too…it’s called a
connectives pyramid.
Harriet: Ooooh! That’s cool! (pauses) What’s a connective?
Wednesday Edwina “My information report is almost done. I’m going to have to try to find some other words to use as I’ve written the same
word (triggered) too many times. I tried to find some words from the pyramid thing, but couldn’t find the word I was
looking for…should I use the thesaurus?”
“I’m nervous about presenting it (PowerPoint) in front of everyone…I know what to say but it’s just easier to write about
it!”
Harriet “The connectives pyramid is good…but it hasn’t helped me much with my PowerPoint as I have to try to keep my writing
brief. When I email you my presentation tomorrow can you tell me what you think?”
Jasmine “You’re going to be pretty pleased with me…I used the punctuation pyramid with my writing today and I didn’t need to be
reminded!”
Critical
Friend
Kim thinks the pyramids are working well for each student. She wants me to think more deeply about when they should
be used by students for specific tasks. She agrees with Harriet that the connectives pyramid would be better used for
other writing tasks.

57
Monday,May30
Cycle5–Genrefocus:Persuasive
WritingandScience
Report/InformationReports
Monday House Debating Incursion by Debaters’ Association Victoria– no conferencing conducted
Tuesday Edwina “I’m going to be able to use these words (from the word pyramid) to make my writing more interesting. It’s kind of like a
thesaurus, but just as a word list to inspire me!”
Jasmine “I’m having trouble thinking of some arguments for my debate. I’m not sure which ones are the strongest arguments. I’m
feeling nervous already about how Mrs W is going to mark me when it’s my turn to talk! When do I have to do it?”
Friday
(Science
lesson)
Harriet “This graphic organiser helped me with my Science report. I could easily work out what I needed to write in each box.”
Jasmine “Writing a Science report is easy! But I think the boxes need to be bigger so I can draw better pictures!”
Critical
Friend
Kim has suggested including the Science report organisers into student portfolios as a way of sharing student abilities
across other learning domains.
Monday,June6
Cycle6–Genrefocus:Persuasive
Writing
Monday Edwina “I like the word pyramid. I’ve been using it for my arguments. There are some good words to choose from if I get stuck for
ideas. It’s a little easier to use than a thesaurus.”
Harriet “I didn’t really use the connectives pyramid much and only looked at it a couple of times. I was able to remember some of
the words from the other day when I used it then.”
Tuesday Harriet “I think my ideas are coming together well. I’ve got some good arguments and I’ve been able to organise them into the
right order I think (using cue cards). I’m just nervous when I have to speak in front of everyone next week!”
Wednesday Edwina “The word pyramid has been good. I have to remember to use a stronger voice when it’s my turn to speak. But I’m soooo
nervous, Mrs Piper!”
Harriet “I’m feeling confident. I think! I’m glad I have made cue cards as it will be easier to remember what I have to say when it’s
my turn in the debate!”
Critical
Friend
Natalie – keen to touch base to consider how VOICES organisers have continued from Cycles 1 and 2: Natalie is interested
in using VOICES organisers with an Autistic student (Asperger’s Syndrome0 in Senior Years.

58
Monday,June14
Cycle7-Genrefocus:Persuasive
Writing
Queen’s Birthday Holiday
Tuesday Edwina “I think I have good ideas but I’m not confident when I have to stand in front of everyone. Everyone is looking at you,
even the teachers! It was kind of okay, but I was pleased I had my cards to look at.”
Harriet “Thank goodness you could use cue cards! I’ve never been so nervous!”
Jasmine “I’ve been away from school, so I have found it hard to write very much. Not as much as my friends. I was using the cool
connectives that you gave Harriet…she shared them with me!”
“I’m still using the punctuation pyramid. I like being on Level 5!”
Wednesday Edwina “I think my scores (as indicated by the rubric) are pretty accurate. I want to be able to have all high marks though!”
Harriet “Hmmmmm. You need a score for your cue cards and to show how nervous you are!”
Jasmine “The debate wasn’t too bad. Look at what Mrs W wrote (on my rubric)! I’m so happy!”
Critical
Friend
Kim was very aware about grading students fairly and accurately, as the rubrics will form part of our reporting procedures
back to parents when meetings are held with them.

59
Monday,July12
Cycle8-Genrefocus:Narrative/RecountWriting
Term 3 commences - Staff Day – Student-Free Day
Tuesday
VOICES
classroom and
individual goals
were revisited
Edwina “I really don’t like people reading my writing…does it have to be on display?”
Harriet “I think my goals were met by the end of last term, but I don’t think I still like to write.”
Jasmine “Do you think my writing has improved? I think I am more confident as a writer than I was. I want as many pyramids as
you can find! Can I use them at home too? I can keep them on my desk or pinboard (in my bedroom). I have one where I
put all my important stuff that I have to remember.”
Wednesday
Post Writer’s
profile survey
completed for
targeted
students
Edwina “I just don’t like writing. I don’t like it when my writing is up (on the wall) for other people to read, particularly my friends.
I much prefer going to maths class than when I have to write.”
Harriet “I’ve really enjoyed the graphic organisers. It lets me be more confident with whatever I have to write about. I wrote in
my survey about how I can choose topics I am passionate about…I really liked the information report and working with the
group to do the PowerPoint presentation with the inquiry report. I could choose what questions I wanted to find out
about and I think it made my learning more interesting. I knew what to do and the order to do it in.”
Jasmine “I think my writing is so much better. I think my handwriting has improved too. I like it more when I can use the computer
to type because then I don’t have to worry about keeping my writing so neat. The computer also helps me with my
spelling because of the red squiggly thing…I’m getting better with punctuation. Level 5. Wow! I never thought I’d get that
far!”
Critical
Friends
Kim:
“Use the post-writing survey to help you search for other organisers for your students. Consider some of the commercially
produced packages that we can investigate. Let’s put this on the agenda for our next meeting and make it a priority.”
“Are you going to ask your students to go back and revisit their VOICES person goals to consider which ones have been
met? Perhaps this is something you can consider further on into the term.”
“What about the classroom goals? I’m going to try to do this with my students by mid-term break and see if our goals
have remained the same or will change. We can then revisit them as further goals to achieve by the end of the year, in
preparation for Year 7.”
Natalie:
“I think your research has produced some interesting results, Marion. I’m looking forward to your presentation to staff as
part of our T2T collaborations with the 5/6 Cluster. I’ll send you an email so we can find a time to discuss further. There
are some specific (Asperger’s Syndrome) students in our senior years I think will benefit from the graphic organisers you
have been using.”

60
Figure 5 Work Samples and Graphic Organisers used for Edwina (final copy submitted)
Bookworm Book Review Window display
Book Review
Ambitious Vocabulary word pyramid

61
Evidence of use of Ambitious Vocabulary pyramid
Information Report: Tsunami
By E , May 2016
A tsunami is a series of waves in a water body caused by the displacement of a large volume of water. A tsunami can occur anywhere, but some places are
more prone to tsunamis than others. About 80% of tsunamis occur in the Pacific Ocean. On average, about two tsunamis occur per year. Approximately
every 15 years a destructive, ocean wide tsunami occurs.
A tsunami is a natural disaster that can be caused/triggered by earthquakes. An example includes the 2011 Tohoku
earthquake, which triggered a tsunami. Tsunamis can also be caused/triggered by volcano eruptions, other
underwater explosions, landslides, glacier calvings, meteorite impacts or other disturbances above or below water
that have the potential to generate a tsunami. The waves of a tsunami can surge to a vertical height of 30 metres
(100ft) or more, though most tsunamis cause the sea to rise no more than 3 metres (10ft)

62
Inquiry Graphic Organiser Science Graphic Organiser

63
Figure 6 Work Samples and Graphic Organisers used for Harriet (final copy submitted)
Book Review
Sentence Openers word pyramid

64
Cool Connectives word pyramid Inquiry Graphic Organiser
Cool Co

65
Figure 7 Work Samples and Graphic Organisers used for Jasmine (final copy submitted)
Book Review Punctuation Pyramid

66
Graphic organisers used for Persuasive Text

67
Example of improved punctuation after using the Punctuation pyramid Debate Assessment Rubric used for conferencing
to support Jasmine’s Information Report

68
Appendix D: Frequency of Graphic Organisers used to support writing conferences
8 8 8
1
6
1
5
7
3
6
8 88
2
0
0
1
2
3
4
5
6
7
8
9
NumberofCycles
Frequency of Graphic Organisers used to support writing conferences
VOICES Sentence Openers Cool Connectives Punctuation Pyramid Ambitious Vocabulary

GIRL TALK AND WRITING VOICES Improving conferencing for middle school students with Autism

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