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 <ul>
<li>Contains strategies for working with all students that struggle with writing</li> <li>Offers classroom-tested strategies, helpful information, 100+ writing samples with guidelines for analysis, and handy progress-monitoring charts</li> <li>Includes ideas for motivating reluctant writers</li> <li>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
</li> </ul>

Writing Assessment and Instruction for Students with Learning Disabilities

Education & Teaching

Mather, Nancy

Wendling, Barbara J.

Roberts, Rhia

Schools & Teaching

Jossey-Bass

The purpose of this book is to help educators increase their proficiency in analyzing and teaching writing to students with learning disabilities. The text is organized into nine chapters. The first is the introductory chapter, the second provides a review of the various components of written language and the types of difficulties that students may have with handwriting, spelling, usage, vocabulary and text structure. The third chapter provides an overview of the writing process approach. The fourth chapter reviews the legal protections and various accommodations to which students are entitled. Chapters five, six and seven contain summaries of instructional strategies that may be used to enhance student performance in the areas of handwriting, basic skills and written expression. The eighth chapter presents analyses of writing samples from students in first-through eighth-grade levels that are reviewed within a diagnostic-prescriptive format. Chapter nine contains writing samples with guided questions that can be used for independent study, as assignments, or for in-class discussions.

Informal Assessment and Instruction in Written Language: A Practitioner's Guide for Students with Learning Disabilities

Reference

wiley

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