Writing Assessment and Instruction for Students with Learning Disabilities (Jossey-Bass Teacher) - Softcover

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 numerousinstructional strategies

• Methods for enhancing student performance inwritten expression

• Practical assessment approaches for monitoringstudent 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 forStudents with Learning Disabilities

"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."
—Sam Goldstein, Ph.D., editor in chief, Journal of Attention Disorders, and co–editor in chief, Encyclopedia of Child Behavior and Development

"This book is absolutely packed with information and strategies to make assessing and teaching all writers effective and easy."
—Wendy Randall Wall, educational consultant/owner,Learning and Behavior Specialists, LLC

"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."
—Esther Minskoff, Ph.D., professor emerita, Special Education, James Madison University, Harrisonburg, VA