Writing assessment and instruction for students with learning disabilities
LC4704.85 .M38 2009
- Unknown LC4704.85 .M38 2009
- Includes bibliographical references (p. 321-324) and index.
- List of Figures, Tables, and Exhibits. Foreword. 1. Very Gently with No Red Marks. 2. Components of Written Language. Handwriting. Spelling. Usage. Vocabulary. Text Structure. Conclusion. 3. Theoretical Perspectives and Effective Principles. Theoretical Perspectives. Effective Instructional Principles. Conclusion. 4. 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. 5. Helping Students with Handwriting. General Principles. Writing Styles. Letter Formation. Writing Speed. Self-Evaluation. Informal Assessment. Examples of Commercial Programs. Conclusion. 6. Building Basic Writing Skills. Spelling. Usage. Editing. Examples of Commercial Programs. Conclusion. 7. Improving Written Expression. Metacognition, Metalinguistics, and Strategy Instruction. Vocabulary. Text Structure. Revision. Examples of Commercial Programs. Conclusion. 8. Informal Assessment and Curriculum-Based Measurement. Informal Assessment. Curriculum-Based Measurement. Conclusion. 9. Analysis of Writing Samples. Analyzed Writing Samples. Guided Practice Samples. Independent Practice Samples. Conclusion. 10. Writing as Communication. Factors Affecting Writing. Hearing the Writer's Voice. Conclusion. References. Index.
- (source: Nielsen Book Data)
- Publisher's Summary
- This is 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 w ho 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. This book includes a much-needed guide for teaching and assessing writing skills with children with learning disabilities. It contains strategies for working with all students that struggle with writing. It offers classroom-tested strategies, helpful information, 100+ writing samples with guidelines for analysis, and handy progress-monitoring charts. It 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".
(source: Nielsen Book Data)
- Supplemental links
Table of contents only
Contributor biographical information
- Publication date
- Nancy Mather, Barbara J. Wendling, and Rhia Roberts ; foreword by Noel Gregg.
- Jossey-Bass teacher
- "Grades K-12"--Cover.
- 9780470230794 (paper)
- 0470230797 (paper)