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Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development (Report)

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eBook details

  • Title: Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development (Report)
  • Author : Exceptional Children
  • Release Date : January 22, 2009
  • Genre: Education,Books,Professional & Technical,
  • Pages : * pages
  • Size : 251 KB

Description

More than any other academic domain, writing offers students the opportunity to both express their feelings and opinions on a particular topic as well as demonstrate their knowledge of specific content. Becoming an effective writer involves developing a constellation of skills and knowledge including organizing information and ideas, using established writing conventions (e.g., grammar, punctuation); writing legibly; identifying and implementing rhetorical structures; and writing in a way that engages a specific audience. Any of these elements can present challenges for typical writers, and many are poorly developed in students with learning disabilities (LD; Englert, Raphael, Anderson, Anthony, & Stevens, 1991; Gersten & Baker, 2001; Graham & Harris, 1997). Few educators question the value of directly teaching students to write effectively. Yet factors such as the amount of time students spend being taught systematically how to write seem to conflict with the importance educators attach to writing (Graham & Harris, 1997). For example, writing instruction receives much less instructional focus than does reading or mathematics (Baker, Gersten, & Graham 2003). Fragments of writing instruction may be incorporated within reading or content-area instruction, but sustained and cohesive writing instruction is not particularly common in school settings (Graham & Harris, 1997). Further encroachments on time devoted specifically to writing instruction may occur as schools increasingly search for ways to allocate additional time for reading instruction.


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