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Informationen zum Autor The Authors 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. Klappentext Research-based, classroom-tested strategies Helps students of all ability levels improve writing skills 100+ student writing samples with guidelines for analysis Writing Assessment and Instruction for Students with Learning Disabilities This 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: Tips for analyzing difficulties in all major components of written language Information on the connection of oral language to written language An analysis of handwriting difficulties, styles, and instructional strategies Instructional strategies for all aspects of written language Helpful reviews of basic skills such as spelling, punctuation, and capitalization with numerous instructional strategies Methods for enhancing student performance in written expression Practical assessment approaches for monitoring student progress Suggestions for motivating reluctant writers While 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. PRAISE FOR THE SECOND EDITION OF WRITING ASSESSMENT AND INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES > --SAM GOLDSTEIN, PH.D., editor in chief, Journal of Attention Disorders, and co-editor in chief, Encyclopedia of Child Behavior and Development > --WENDY RANDALL WALL, educational consultant/owner, Learning and Behavior Specialists, LLC > --ESTHER MINSKOFF, PH.D., professor emerita, Special Education, James Madison University, Harrisonburg, VA Zusammenfassung 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. Inhaltsverzeichnis 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
