Instruction and Assessment for Struggling Writers: Evidence-Based Practices (Challenges in Language and Literacy)
Language: English
Published by The Guilford Press, 2010
- Softcover
- Used
Condition: Used - Good
£ 3.88
Quantity: 1 available
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- Title
- Instruction and Assessment for Struggling Writers: Evidence-Based Practices (Challenges in Language and Literacy)
- Publisher
- The Guilford Press
- Publication year
- 2010
- Condition
- Good
- Binding
- Paperback
- Language
- English
- ISBN 10
- 1606239074
- ISBN 13
- 9781606239070
This unique book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments. Prominent experts illuminate the nature of writing difficulties and offer practical suggestions for building students' skills at the word, sentence, and text levels. Topics include writing workshop instruction; strategies to support the writing process, motivation, and self-regulation; composing in the content areas; classroom technologies; spelling instruction for diverse learners; and assessment approaches. Every chapter is grounded in research and geared to the real-world needs of inservice and preservice teachers in general and special education settings.
"Synopsis" may belong to another edition of this title.
About the Author
Gary A. Troia, PhD, CCC-SLP, is Associate Professor of Special Education at Michigan State University, where he is also a Principal Investigator with the Literacy Achievement Research Center. He was a faculty member at the University of Washington in Seattle before assuming his current position at Michigan State. Prior to receiving his doctorate from the University of Maryland in 2000, he worked for 10 years in the public schools as a special educator and speech-language pathologist, and for 6 years as a university clinical supervisor. Dr. Troia is a consulting editor for several journals, including Exceptional Children, Journal of Learning Disabilities , and Learning Disability Quarterly , and is an associate editor of Language, Speech, and Hearing Services in Schools . He has written over two dozen research papers and book chapters and has given numerous presentations about his work in the areas of phonological processing, writing assessment and instruction, and teacher professional development in literacy.
"About the title" may belong to another edition of this title.
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