Teaching Beginning Writers, Second Edition

Now in a revised and updated second edition, this established teacher guide and course text explains the building blocks of explicit writing instruction for young learners. The authors provide science-based methods for teaching foundational skills in handwriting, spelling, sentence writing, and composition, along with effective strategies to scaffold students’ learning. Illustrated with vivid classroom vignettes and examples of student work in multiple genres, the text presents clear-cut techniques for assessment, differentiation, and supporting struggling writers. Teacher-friendly features include chapter-opening Guiding Questions and reproducible/downloadable forms, checklists, and rubrics.

New to This Edition

• Updated with the latest theory, research, and strategies aligned with the science of writing.
• Chapter on paragraph writing.
• Chapter on strategies to improve sentences.
• Heightened focus on the composition process across genres, in place of genre-specific chapters.
  

David L. Coker Jr., EdD, is Professor in the School of Education at the University of Delaware, where he teaches courses on language, writing, and reading. His research explores effective approaches to writing instruction, writing development, and writing assessment, with a focus on understanding struggling writers. Dr. Coker's interest in writing emerged from his experiences as a classroom teacher. He has published articles in leading journals of literacy, educational psychology, and learning disabilities.

Kristen D. Ritchey, PhD, is Professor in the School of Education at the University of Delaware, where she teaches courses in reading and writing interventions and special education. Her research focuses on evidence-based interventions for young students with reading and writing disabilities and difficulties. A former elementary special education teacher, Dr. Ritchey has developed assessments and literacy interventions for students in need of supplemental and intensive interventions, as well as writing curricula for kindergarten and first grade. Her research has been published in leading special education and education journals.