impairments in grades K-12 and has a specific interest and expertise​​ in literacy intervention.  Trained in various reading intervention programs, Cindy also uses a more language-based approach when helping students improve their phonological awareness, reading comprehension, and written language skills.  While volunteering and working in many classrooms in DC and Maryland, Cindy observed the number of students who lacked written language skills and noticed that instruction in that area was lacking in many public and private schools.  Cindy developed a writing intervention program which taught students strategies to improve their ability to plan and write papers. In 2003 Cindy was offered a fellowship at the University of Maryland. Through further research, Cindy developed The Write Turn®, a research-based program that helps novice and struggling writers plan, write, and revise narrative and expository essays.

Cindy has written articles on the effectiveness of her strategy instruction in writing, including A Strategic Approach to Writing and Revision for Students with Learning Disabilities; The Effects of Strategy Instruction with A CDO Procedure in General Education Settings; Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers; and FIX: A Strategic Approach to Revision For Academically and Linguistically Diverse Learners. Cindy has also written a chapter entitled “Technology to Facilitate the General Education Curriculum" for Communication Technology for Students in Special Education or Gifted Programs.​

Cindy holds a B.S. in Communications and Psychology from the University of New Mexico, an M.S. in Speech-Language Pathology from the University of the District of Columbia, and a Ph.D. in Special Education from the University of Maryland.

Cindy Sherman is the founder and principal of The Write Turn. She is a speech-language pathologist with a doctorate in special education.  As an SLP, Cindy serves students with communication 

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Speech-Language Services

Comprehensive evaluations and consultation services are provided for students with communication disorders and language-based learning disabilities that affect reading, spelling, and writing. read more

Professional Development

The Write Turn provides teachers and tutors with the knowledge and materials they need to help students navigate through the writing process and become more proficient writers.  read more

According to the 2017 National Assessment of Education Progress report, an overwhelming majority of students in grades 8 and 12 performed at or below the basic level on a nationally representative writing assessment.  The statistics are even more alarming for English language learners (ELL) and students with disabilities (LD/ED).  A consistent pattern has been observed since 1998: of those students who performed at an advanced writing level (3%), only 1-2% could write a persuasive essay at an advanced level.  It is also important to note that students who are classified as basic writers in high school are often considered “poor” writers in college.

Grade 8

Below BasicBasicAt or Below BasicAdvanced
All Students20%53%73%3%

Grade 12

Below BasicBasicAt or Below BasicAdvanced
All Students21%53%73%3%

Written language is a difficult skill to teach because it is such a complex form of communication and the result of multiple interactive processes.  Although students may have difficulty with written language, struggling writers with or without LD can improve the quality of their written language with explicit instruction and assistance in planning, writing, and revising.

At The Write Turn, it is our mission to offer quality instruction to educators and students by providing the strategies and tools needed to improve students' skills and develop more proficient writers.