{"product_id":"writing-assessment-and-instruction-for-students-with-learning-disabilities-isbn-9780470230794","title":"Writing Assessment and Instruction for Students with Learning Disabilities","description":"\u003cb\u003eA hands-on guide for anyone who teaches writing to students with learning disabilities\u003c\/b\u003e  \u003cp\u003eThis 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 \u003ci\u003eall\u003c\/i\u003e 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.\u003c\/p\u003e \u003cp\u003eIncludes a much-needed guide for teaching and assessing writing skills with children with learning disabilities\u003c\/p\u003e \u003cul\u003e \u003cli\u003eContains strategies for working with \u003ci\u003eall\u003c\/i\u003e students that struggle with writing\u003c\/li\u003e \u003cli\u003eOffers classroom-tested strategies, helpful information, 100+ writing samples with guidelines for analysis, and handy progress-monitoring charts\u003c\/li\u003e \u003cli\u003eIncludes ideas for motivating reluctant writers\u003c\/li\u003e \u003cli\u003eMather is an expert in the field of learning disabilities and is the best-selling author of \u003ci\u003eEssentials of Woodcock-Johnson III Tests of Achievement Assessment\u003c\/i\u003e\n\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eAbout the Authors vii\u003c\/p\u003e \u003cp\u003eDedication and Acknowledgments viii\u003c\/p\u003e \u003cp\u003eList of Figures and Exhibits xi\u003c\/p\u003e \u003cp\u003eForeword xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1. Very Gently with No Red Marks 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2. Components of Written Language 7\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHandwriting 8\u003c\/p\u003e \u003cp\u003eSpelling 11\u003c\/p\u003e \u003cp\u003eUsage 18\u003c\/p\u003e \u003cp\u003eVocabulary 21\u003c\/p\u003e \u003cp\u003eText Structure 23\u003c\/p\u003e \u003cp\u003eConclusion 30\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3. Theoretical Perspectives and Effective Principles 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTheoretical Perspectives 35\u003c\/p\u003e \u003cp\u003eEffective Instructional Principles 39\u003c\/p\u003e \u003cp\u003eConclusion 69\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4. Effective Accommodations for Struggling Writers 71\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAccommodations and Compensatory Strategies 71\u003c\/p\u003e \u003cp\u003eDetermination of the Amount of Support 72\u003c\/p\u003e \u003cp\u003eSelection of Appropriate Accommodations 73\u003c\/p\u003e \u003cp\u003eLegal Requirements for Individuals with Learning Disabilities 76\u003c\/p\u003e \u003cp\u003eConclusion 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5. Helping Students with Handwriting 83\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeneral Principles 84\u003c\/p\u003e \u003cp\u003eWriting Styles 86\u003c\/p\u003e \u003cp\u003eLetter Formation 91\u003c\/p\u003e \u003cp\u003eWriting Speed 97\u003c\/p\u003e \u003cp\u003eSelf-Evaluation 98\u003c\/p\u003e \u003cp\u003eInformal Assessment 101\u003c\/p\u003e \u003cp\u003eExamples of Commercial Programs 103\u003c\/p\u003e \u003cp\u003eConclusion 104\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6. Building Basic Writing Skills 105\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSpelling 105\u003c\/p\u003e \u003cp\u003eUsage 141\u003c\/p\u003e \u003cp\u003eEditing 146\u003c\/p\u003e \u003cp\u003eExamples of Commercial Programs 150\u003c\/p\u003e \u003cp\u003eConclusion 152\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7. Improving Written Expression 153\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMetacognition, Metalinguistics, and Strategy Instruction 153\u003c\/p\u003e \u003cp\u003eVocabulary 163\u003c\/p\u003e \u003cp\u003eText Structure 171\u003c\/p\u003e \u003cp\u003eRevision 205\u003c\/p\u003e \u003cp\u003eExamples of Commercial Programs 213\u003c\/p\u003e \u003cp\u003eConclusion 215\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8. Informal Assessment and Curriculum-Based Measurement 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInformal Assessment 217\u003c\/p\u003e \u003cp\u003eCurriculum-Based Measurement 227\u003c\/p\u003e \u003cp\u003eConclusion 240\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9. Analysis of Writing Samples 243\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAnalyzed Writing Samples 243\u003c\/p\u003e \u003cp\u003eGuided Practice Samples 276\u003c\/p\u003e \u003cp\u003eIndependent Practice Samples 295\u003c\/p\u003e \u003cp\u003eConclusion 303\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10. Writing as Communication 305\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFactors Affecting Writing 305\u003c\/p\u003e \u003cp\u003eHearing the Writer’s Voice 311\u003c\/p\u003e \u003cp\u003eConclusion 318\u003c\/p\u003e \u003cp\u003eReferences 321\u003c\/p\u003e \u003cp\u003eIndex 325\u003c\/p\u003e \t \u003cp\u003e\u003cb\u003eThe Authors\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003cb\u003eNANCY MATHER, PH.D.,\u003c\/b\u003e 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.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBARBARA J. WENDLING, M.A.,\u003c\/b\u003e is an educational consultant who has years of clinical experience as a general and special educator and diagnostician in public school settings.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eRHIA ROBERTS, PH.D.\u003c\/b\u003e, is an educational consultant specializing in assessment and learning disabilities. She trains teachers and school psychologists in districts around the country.   \u003c\/p\u003e\u003cul\u003e \u003cli\u003eResearch-based, classroom-tested strategies\u003c\/li\u003e \u003cli\u003eHelps students of all ability levels improve writing skills\u003c\/li\u003e \u003cli\u003e100+ student writing samples with guidelines for analysis\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003cb\u003eWriting Assessment and Instruction for Students with Learning Disabilities\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eThis comprehensive, authoritative resource helps equip teachers to effectively analyze and teach writing to students with learning disabilities and\/or language impairments. Mather, Wendling, and Roberts offer a wealth of helpful approaches and exercises including:  \u003c\/p\u003e\u003cul\u003e\t \u003cli\u003eTips for analyzing difficulties in all major components of written language\u003c\/li\u003e \u003cli\u003eInformation on the connection of oral language to written language\u003c\/li\u003e \u003cli\u003eAn analysis of handwriting difficulties, styles, and instructional strategies\u003c\/li\u003e \u003cli\u003eInstructional strategies for all aspects of written language\u003c\/li\u003e \u003cli\u003eHelpful reviews of basic skills such as spelling, punctuation, and capitalization with numerous instructional strategies\u003c\/li\u003e \u003cli\u003eMethods for enhancing student performance in written expression\u003c\/li\u003e \u003cli\u003ePractical assessment approaches for monitoring student progress\u003c\/li\u003e \u003cli\u003eSuggestions for motivating reluctant writers\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e\u003cp\u003eWhile the authors put the focus 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 designated as having a learning disability.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003e PRAISE FOR THE SECOND EDITION OF\u003ci\u003e WRITING ASSESSMENT AND INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES\u003c\/i\u003e\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\"Well-written and organized, and filled with practical strategies, this book should be required reading for every educator dedicated to teaching written language skills to all students, not just those with disabilities. It is an essential desk reference.\"\u003cbr\u003e \u003cb\u003e—SAM GOLDSTEIN, PH.D.,\u003c\/b\u003e editor in chief, Journal of Attention Disorders, and co–editor in chief, Encyclopedia of Child Behavior and Development \u003c\/p\u003e\u003cp\u003e\"This book is absolutely packed with information and strategies to make assessing and teaching all writers effective and easy.\"\u003cbr\u003e \u003cb\u003e—WENDY RANDALL WALL,\u003c\/b\u003e educational consultant\/owner, Learning and Behavior Specialists, LLC \u003c\/p\u003e\u003cp\u003e\"The comprehensive model of writing that structures the book enables teachers to use assessment results as the basis for designing effective instruction to overcome writing problems for students at all grade levels.\"\u003cbr\u003e \u003cb\u003e—ESTHER MINSKOFF, PH.D.,\u003c\/b\u003e professor emerita, Special Education, James Madison University, Harrisonburg, VA\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47990510584037,"sku":"NP9780470230794","price":37.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470230794.jpg?v=1761788119","url":"https:\/\/k12savings.com\/products\/writing-assessment-and-instruction-for-students-with-learning-disabilities-isbn-9780470230794","provider":"K12savings","version":"1.0","type":"link"}