Students Who Are Exceptional and Writing Disabilities
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academic writing intervention strategies
Balanced Literacy Instruction
Betty J. Benson
Bruce Saddler
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CBM
CBM Measure
Christine A. Espin
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Expository Report
Flawed Examples
General Education Classroom
General Education Teachers
General Teaching Efficacy
Holistic Scoring
holistic writing assessment
Internal Consistency Reliability
Jacalyn W. Weissenburger
Karen R. Harris
literacy intervention methods
Main Characters
Mary E. Maddox
Middle School English Language Arts
middle school writing instruction
personal
Personal Teaching Efficacy
Previous Factor Analysis
Primary Grade Teachers
Primary Trait Scoring
Sentence Combining
Sentence Fluency
special education research
Special Education Teachers
state writing standards analysis
Stephen Isaacson
Steve Graham
Story Starter
Students Meet State Standards
Susan Moran
Teacher Efficacy Scale
Teacher Focus Group
teacher pedagogical beliefs
Teaching Efficacy
Writing Samples
Product details
- ISBN 9781138434332
- Weight: 453g
- Dimensions: 156 x 234mm
- Publication Date: 11 Jul 2017
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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This special issue examines four critical aspects of writing instruction for students with disabilities: prevention, classroom practice, instruction, and assessment. The first article addresses writing strategy instruction for young students at risk for long-term writing difficulties. Next special and general education middle school educators' epistemology is explored regarding writing development and instruction, their self-reported teaching practices, and the challenges they faced as they strive to teach middle school students how to effectively use writing as a communicative medium and learning tool. 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 standards in writing. Finally, a review is presented of the extant research on various methods of writing assessment, including holistic, primary trait, and analytic scoring methods, with particular emphasis on Curriculum-Based Measurement--an assessment technique well suited for children and youth in special education.
