A hands-on guide for anyone who teaches writing to students with learning disabilities This valuable resource helps teachers who want to sharpen their skills in analyzing and teaching writing to students with learning disabilities. The classroom-tested, research-proven strategies offered in this book work with all struggling students who have difficulties with writing-even those who have not been classified as learning disabled. The book offers a review of basic skills-spelling, punctuation, and capitalization-and includes instructional strategies to help children who struggle with these basics. The authors provide numerous approaches for enhancing student performance in written expression. They explore the most common reasons students are reluctant to write and offer helpful suggestions for motivating them. Includes a much-needed guide for teaching and assessing writing skills with children with learning disabilities Contains strategies for working with all students that struggle with writingOffers classroom-tested strategies, helpful information, 100+ writing samples with guidelines for analysis, and handy progress-monitoring chartsIncludes ideas for motivating reluctant writersMather is an expert in the field of learning disabilities and is the best-selling author of Essentials of Woodcock-Johnson III Tests of Achievement Assessment
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A hands-on guide for anyone who teaches writing to students with learning disabilities This valuable resource helps teachers who want to sharpen their skills in analyzing and teaching writing to students with learning disabilities.
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About the Authors vii Dedication and Acknowledgments viii List of Figures and Exhibits xi Foreword xvii 1. Very Gently with No Red Marks 1 2. Components of Written Language 7 Handwriting 8 Spelling 11 Usage 18 Vocabulary 21 Text Structure 23 Conclusion 30 3. Theoretical Perspectives and Effective Principles 35 Theoretical Perspectives 35 Effective Instructional Principles 39 Conclusion 69 4. Effective Accommodations for Struggling Writers 71 Accommodations and Compensatory Strategies 71 Determination of the Amount of Support 72 Selection of Appropriate Accommodations 73 Legal Requirements for Individuals with Learning Disabilities 76 Conclusion 82 5. Helping Students with Handwriting 83 General Principles 84 Writing Styles 86 Letter Formation 91 Writing Speed 97 Self-Evaluation 98 Informal Assessment 101 Examples of Commercial Programs 103 Conclusion 104 6. Building Basic Writing Skills 105 Spelling 105 Usage 141 Editing 146 Examples of Commercial Programs 150 Conclusion 152 7. Improving Written Expression 153 Metacognition, Metalinguistics, and Strategy Instruction 153 Vocabulary 163 Text Structure 171 Revision 205 Examples of Commercial Programs 213 Conclusion 215 8. Informal Assessment and Curriculum-Based Measurement 217 Informal Assessment 217 Curriculum-Based Measurement 227 Conclusion 240 9. Analysis of Writing Samples 243 Analyzed Writing Samples 243 Guided Practice Samples 276 Independent Practice Samples 295 Conclusion 303 10. Writing as Communication 305 Factors Affecting Writing 305 Hearing the Writer’s Voice 311 Conclusion 318 References 321 Index 325
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Research-based, classroom-tested strategiesHelps students of all ability levels improve writing skills100+ student writing samples with guidelines for analysis Writing Assessment and Instruction for Students with Learning Disabilities This comprehensive, authoritative resource helps equip teachers to effectively analyze and teach writing to students with learning disabilities and/or language impairments. Mather, Wendling, and Roberts offer a wealth of helpful approaches and exercises including: Tips for analyzing difficulties in all major components of written languageInformation on the connection of oral language to written languageAn analysis of handwriting difficulties, styles, and instructional strategiesInstructional strategies for all aspects of written languageHelpful reviews of basic skills such as spelling, punctuation, and capitalization with numerous instructional strategiesMethods for enhancing student performance in written expressionPractical assessment approaches for monitoring student progressSuggestions for motivating reluctant writers While the authors put the focus on working with children with learning disabilities, the strategies included have been proven to work with all students with writing difficulties, whether or not they have been designated as having a learning disability. PRAISE FOR THE SECOND EDITION OF WRITING ASSESSMENT AND INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES "Well-written and organized, and filled with practical strategies, this book should be required reading for every educator dedicated to teaching written language skills to all students, not just those with disabilities. It is an essential desk reference." —SAM GOLDSTEIN, PH.D., editor in chief, Journal of Attention Disorders, and co–editor in chief, Encyclopedia of Child Behavior and Development "This book is absolutely packed with information and strategies to make assessing and teaching all writers effective and easy." —WENDY RANDALL WALL, educational consultant/owner, Learning and Behavior Specialists, LLC "The comprehensive model of writing that structures the book enables teachers to use assessment results as the basis for designing effective instruction to overcome writing problems for students at all grade levels." —ESTHER MINSKOFF, PH.D., professor emerita, Special Education, James Madison University, Harrisonburg, VA
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Produktdetaljer

ISBN
9780470230794
Publisert
2009-10-23
Utgave
2. utgave
Utgiver
Vendor
Jossey-Bass Inc.,U.S.
Vekt
839 gr
Høyde
272 mm
Bredde
216 mm
Dybde
25 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
368

Biographical note

The Authors

NANCY MATHER, PH.D., is a professor at the University of Arizona in the department of Special Education, Rehabilitation, and School Psychology. She specializes in assessment and reading and writing disabilities.

BARBARA J. WENDLING, M.A., is an educational consultant who has years of clinical experience as a general and special educator and diagnostician in public school settings.

RHIA ROBERTS, PH.D., is an educational consultant specializing in assessment and learning disabilities. She trains teachers and school psychologists in districts around the country.