Writing Assessment and Instruction for Students with Learning Disabilities

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  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2009-10-12
  • Publisher: Jossey-Bass

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Supplemental Materials

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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
Very Gently with No Red Marks
Components of Written Language
Text Structure
Theoretical Perspectives and Effective Principles
Theoretical Perspectives
Effective Instructional Principles
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
Helping Students with Handwriting
General Principles
Writing Styles
Letter Formation
Writing Speed
Informal Assessment
Examples of Commercial Programs
Building Basic Writing Skills
Examples of Commercial Programs
Improving Written Expression
Metacognition, Metalinguistics, and Strategy Instruction
Text Structure
Examples of Commercial Programs
Informal Assessment and Curriculum-Based Measurement
Informal Assessment
Curriculum-Based Measurement
Analysis of Writing Samples
Analyzed Writing Samples
Guided Practice Samples
Independent Practice Samples
Writing as Communication
Factors Affecting Writing
Hearing the Writer's Voice
Table of Contents provided by Publisher. All Rights Reserved.

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