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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000003504564 | LB1576 I654 2009 | Open Access Book | Book | Searching... |
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Summary
Summary
This unique book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments. Prominent experts illuminate the nature of writing difficulties and offer practical suggestions for building students' skills at the word, sentence, and text levels. Topics include writing workshop instruction; strategies to support the writing process, motivation, and self-regulation; composing in the content areas; classroom technologies; spelling instruction for diverse learners; and assessment approaches. Every chapter is grounded in research and geared to the real-world needs of inservice and preservice teachers in general and special education settings.
Author Notes
Gary A. Troia, PhD, CCC-SLP, is Associate Professor of Special Education at Michigan State University, where he is also a Principal Investigator with the Literacy Achievement Research Center. He was a faculty member at the University of Washington in Seattle before assuming his current position at Michigan State. Prior to receiving his doctorate from the University of Maryland in 2000, he worked for 10 years in the public schools as a special educator and speech-language pathologist, and for 6 years as a university clinical supervisor. Dr. Troia is a consulting editor for several journals, including Exceptional Children , Journal of Learning Disabilities , and Learning Disability Quarterly , and is an associate editor of Language, Speech, and Hearing Services in Schools . He has written over two dozen research papers and book chapters and has given numerous presentations about his work in the areas of phonological processing, writing assessment and instruction, and teacher professional development in literacy.
Table of Contents
| Introduction | p. 1 |
| Part I Theoretical Grounding: The Nature of Writing Problems in Struggling Writers | |
| Chapter 1 Multiple Processes That Matter in Writing Instruction and Assessment | p. 15 |
| Chapter 2 Self-Efficacy and Procrastination in the Writing of Students with Learning Disabilities | p. 51 |
| Part II Contemporary Classroom Writing Instruction and Struggling Writers | |
| Chapter 3 The Effects of Writing Workshop Instruction on the Performance and Motivation of Good and Poor Writers | p. 77 |
| Chapter 4 Connecting Reading and Writing Instruction for Struggling Learners | p. 113 |
| Chapter 5 Informational Writing across the Curriculum | p. 132 |
| Part III Teaching Composing to Struggling Writers | |
| Chapter 6 Teaching Composing to Students with Learning Disabilities: Scientifically Supported Recommendations | p. 165 |
| Chapter 7 Written Composition Instruction and Intervention for Students with Language Impairment | p. 187 |
| Chapter 8 Teaching Written Expression to Culturally and Linguistically Diverse Learners | p. 213 |
| Chapter 9 Using Technology to Teach Composing to Struggling Writers | p. 243 |
| Part IV Teaching Spelling to Struggling Writers | |
| Chapter 10 Teaching Spelling to Students with Language and Learning Disabilities | p. 269 |
| Chapter 11 Spelling and English Language Learning | p. 290 |
| Part V Assessment of Writing By Struggling Writers | |
| Chapter 12 Classroom Portfolio Assessment for Writing | p. 311 |
| Chapter 13 Assessment of Student Writing with Curriculum-Based Measurement | p. 337 |
| Chapter 14 Language-Based Assessment of Written Expression | p. 358 |
| Index | p. 387 |
