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Writing Better: Effective Strategies for Teaching Students with Learning Difficultiesby Steven Graham
Synopses & Reviews
Whether they have learning disabilities or just need extra help, struggling writers can improve their skills dramatically if they get the detailed, explicit instruction they need. This practical guidebook shows elementary school teachers how to make this systematic instruction part of their classroom. Educators will find a wide range of specific strategies that include
Book News Annotation:
Graham and Harris (both: special education, Vanderbilt U.) provide strategies teachers can use to help students harness the power of writing. At its core, their method uses planning, monitoring, evaluating and revising text, with specific exercises and instruction for each step. They describe "strategy instruction" and why it is important to all learners, particularly those with challenges. They provide strategies for writing paragraphs, setting goals, brainstorming, organizing, peer revision, and summarizing. They also provide strategies for specific genres, such as stories, persuasive writing, writing explanations, writing a compare-and-contrast paper, and report writing. They close with a chapter on setting goals and self-monitoring, and another with guidelines on implementing their strategies. They provide references and a list of sources of quotes and anecdotes.
Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)
This practical guidebook gives elementary school teachers explicit instructions on how students with learning disabilities can dramatically improve their writing skills.
Whether they have learning disabilities or just need extra help, struggling writers can improve their skills dramatically if they get the detailed, explicit instruction they need. This practical guidebook shows elementary and middle school teachers how to make this systematic instruction part of their classroom. Photocopiable student worksheets give teachers ready-to-use writing activities, and before-and-after examples of student writing demonstrate how the strategies work. With these practical, scientifically validated ideas and exercises, teachers will help struggling students develop the skills they need to improve their classwork and change the way they feel about writing.
About the Author
Steve Graham, Ph.D., is Professor and the Currey-Ingram Chair in Special Education at Vanderbilt University, Nashville, Tennessee. He is the current editor of Exceptional Children and the past editor of Contemporary Educational Psychology. He is the co-author of the Handbook of Learning Disabilities; Making the Writing Process Work: Strategies for Composition and Self-Regulation; Teaching Every Child Every Day: Learning in Diverse Schools and Classrooms; Teaching Every Adolescent Every Day; Spell It-Write (a spelling program for children in grades K through 9); and the upcoming Handbook of Writing Research. Dr. Graham's research has focused mainly on identifying the factors that contribute to the development of writing difficulties; the development and validation of effective procedures for teaching planning, revising, and the mechanics of writings to struggling writers; and the use of technology to enhance writing performance and development.
Karen Harris, Ed.D., is Professor and the Currey-Ingram Chair in Special Education at Vanderbilt University, Nashville, Tennessee. She has taught kindergarten and fourth-grade students, as well as elementary and secondary students with disabilities. She is co-author, with Steve Graham, of the books Making the Writing Process Work: Strategies for Composition and Self-Regulation; Teaching Every Child Every Day: Learning in Diverse Schools and Classrooms; Handbook of Learning Disabilities; and the curriculum Spell It-Write. Dr. Harris is the editor of the Journal of Educational Psychology. Her research is focused on theoretical and intervention issues in the development of academic and self-regulation strategies among students with attention-deficit/hyperactivity disorder, learning disabilities, and other challenges.
Table of Contents
Section I. Introduction: The Power of Writing
Appendix: Sources for Quotes and Anecdotes
What Our Readers Are Saying
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Education » Learning Disabilities