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 writing Offers classroom-tested strategies, helpful information, 100+ writing samples with guidelines for analysis, and handy progress-monitoring charts Includes ideas for motivating reluctant writers Mather 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
Informal Assessment and Instruction in Written Language: A Practitioner's Guide for Students with Learning Disabilities
This unique book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments.
The third, article reviews and critiques state writing standards and describes an instructional plan to help students with disabilities and other struggling writers master composing strategies and processes that may equip them to meet state ...
This book addresses in detail all the possible processing weaknesses and provides strategies to help a student access the general education curriculum.
Strategy Assessment and Instruction for Students with Learning Disabilities: From Theory to Practice
Educational Psychologist, 25, 71–86. Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. Zimmerman & D. H. Schunk (Eds.), Self‐regulated learning and academic achievement (pp. 125–151). Mahwah, NJ: Erlbaum.
Berninger, V. W., Vaughan, K., Abbott, R., Abbott, S., Brooks, A., Rogan, L., ... Graham, S. (1997). Treatment of handwriting fluency problems in beginning writing: Transfer from handwriting to composition.
The book also offers best-practice guidelines for designing an effective writing program. Focusing on everyday applications of current scientific research, the book features many illustrative case examples and vignettes.
This book guides educators through the process for creating high-quality IEPs for these K-12 learners.
The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.