Wiley
Wiley.com
Print this page Share

Writing Assessment and Instruction for Students with Learning Disabilities, 2nd Edition

ISBN: 978-0-470-23079-4
360 pages
October 2009, Jossey-Bass
Writing Assessment and Instruction for Students with Learning Disabilities, 2nd Edition (0470230797) cover image
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 who 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.

Includes a much-needed guide for teaching and assessing writing skills with children with learning disabilities

  • Contains strategies for working with all students that struggle with writing
  • Offers classroom-tested strategies, helpful information, 100+ writing samples with guidelines for analysis, and handy progress-monitoring charts
  • 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
See More

About the Authors vii

Dedication and Acknowledgments viii

List of Figures and Exhibits xi

Foreword xvii

1. Very Gently with No Red Marks 1

2. Components of Written Language 7

Handwriting 8

Spelling 11

Usage 18

Vocabulary 21

Text Structure 23

Conclusion 30

3. Theoretical Perspectives and Effective Principles 35

Theoretical Perspectives 35

Effective Instructional Principles 39

Conclusion 69

4. Effective Accommodations for Struggling Writers 71

Accommodations and Compensatory Strategies 71

Determination of the Amount of Support 72

Selection of Appropriate Accommodations 73

Legal Requirements for Individuals with Learning Disabilities 76

Conclusion 82

5. Helping Students with Handwriting 83

General Principles 84

Writing Styles 86

Letter Formation 91

Writing Speed 97

Self-Evaluation 98

Informal Assessment 101

Examples of Commercial Programs 103

Conclusion 104

6. Building Basic Writing Skills 105

Spelling 105

Usage 141

Editing 146

Examples of Commercial Programs 150

Conclusion 152

7. Improving Written Expression 153

Metacognition, Metalinguistics, and Strategy Instruction 153

Vocabulary 163

Text Structure 171

Revision 205

Examples of Commercial Programs 213

Conclusion 215

8. Informal Assessment and Curriculum-Based Measurement 217

Informal Assessment 217

Curriculum-Based Measurement 227

Conclusion 240

9. Analysis of Writing Samples 243

Analyzed Writing Samples 243

Guided Practice Samples 276

Independent Practice Samples 295

Conclusion 303

10. Writing as Communication 305

Factors Affecting Writing 305

Hearing the Writer’s Voice 311

Conclusion 318

References 321

Index 325

See More
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.

See More
Back to Top