Writing Assessment and Instruction for Students with Learning Disabilities

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Edition: 2nd
Format: Paperback
Pub. Date: 2009-10-12
Publisher(s): Jossey-Bass
List Price: $34.95

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Summary

This book helps teachers sharpen their skills in analyzing and teaching writing to students with learning disabilities. While the focus is 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 classified as having learning disabilities.The book is organized into nine chapters. The first chapter discusses the connection of oral language to written language. The second chapter provides an analysis of handwriting difficulties, styles, and instructional strategies. The third chapter provides a review of basic skills (spelling, punctuation, and capitalization) and analyses of written language samples that evidence difficulties with basic skills. In addition, the different types of errors seen in the writing of individuals with orthographic dyslexia and phonologic dyslexia are highlighted. Chapter four provides the reader with instructional strategies for difficulties in basic skills. Chapters five and six provide the analysis of written expression and offer instructional strategies that may be used to enhance student performance in written expression. The seventh chapter offers practical ways of monitoring progress and provides informal probes. Chapter eight explores reasons why a student is reluctant to write and provides suggestions to motivate them. The final chapter presents analyses of student writing samples; some of the samples are reviewed within a diagnostic-prescriptive format and others are for independent study, to be used as assignments, or for in-class discussions.

Author Biography

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.

Table of Contents

List of Figures, Tables, and Exhibits
Foreword
Very Gently with No Red Marks
Components of Written Language
Handwriting
Spelling
Usage
Vocabulary
Text Structure
Conclusion
Theoretical Perspectives and Effective Principles
Theoretical Perspectives
Effective Instructional Principles
Conclusion
Effective Accommodations for Struggling Writers
Accommodations and Compensatory Strategies
Determination of the Amount of Support
Selection of Appropriate Accommodations
Legal Requirements for Individuals with Learning Disabilities
Conclusion
Helping Students with Handwriting
General Principles
Writing Styles
Letter Formation
Writing Speed
Self-Evaluation
Informal Assessment
Examples of Commercial Programs
Conclusion
Building Basic Writing Skills
Spelling
Usage
Editing
Examples of Commercial Programs
Conclusion
Improving Written Expression
Metacognition, Metalinguistics, and Strategy Instruction
Vocabulary
Text Structure
Revision
Examples of Commercial Programs
Conclusion
Informal Assessment and Curriculum-Based Measurement
Informal Assessment
Curriculum-Based Measurement
Conclusion
Analysis of Writing Samples
Analyzed Writing Samples
Guided Practice Samples
Independent Practice Samples
Conclusion
Writing as Communication
Factors Affecting Writing
Hearing the Writer's Voice
Conclusion
References
Index
Table of Contents provided by Publisher. All Rights Reserved.

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