Writing Assessment and Instruction for Students with Learning Disabilities
368
Writing Assessment and Instruction for Students with Learning Disabilities
368Paperback(2nd ed.)
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Overview
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
Product Details
| ISBN-13: | 9780470230794 |
|---|---|
| Publisher: | Wiley |
| Publication date: | 10/12/2009 |
| Series: | Jossey-Bass Teacher |
| Edition description: | 2nd ed. |
| Pages: | 368 |
| Product dimensions: | 8.50(w) x 11.00(h) x 1.10(d) |
About the Author
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.
Read an Excerpt
Table of Contents
About the Authors viiDedication 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