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

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