Students Who Are Exceptional and Writing Disabilities
Prevention, Practice, Intervention, and Assessment:a Special Issue of exceptionality
This special issue examines four critical aspects of writing instruction for students with disabilities: prevention, classroom practice, instruction, and assessment. The first article addresses writing strategy instruction for young students at risk for long-term writing difficulties. Next special and general education middle school educators' epistemology is explored regarding writing development and instruction, their self-reported teaching practices, and the challenges they faced as they strive to teach middle school students how to effectively use writing as a communicative medium and learning tool. The third, article reviews and critiques state writing standards and describes an instructional plan to help students with disabilities and other struggling writers master composing strategies and processes that may equip them to meet state standards in writing. Finally, a review is presented of the extant research on various methods of writing assessment, including holistic, primary trait, and analytic scoring methods, with particular emphasis on Curriculum-Based Measurement--an assessment technique well suited for children and youth in special education.
Table of Contents
Volume 12, Number 1, 2004
Contents: Preface. G.A. Troia, S. Graham, Students Who Are Exceptional and Writing Disabilities: Prevention, Practice, Intervention, and Assessment. ARTICLES. B. Saddler, S. Moran, S. Graham, K.R. Harris, Preventing Writing Difficulties: The Effects of Planning Strategy Instruction on the Writing Performance of Struggling Writers. G.A. Troia, M.E. Maddox, Writing Instruction in Middle Schools: Special and General Education Teachers Share Their Views and Voice Their Concerns. S. Isaacson, Instruction That Helps Students Meet State Standards in Writing. C.A. Espin, J.W. Weissenburger, B.J. Benson, Assessing the Writing Performance of Students in Special Education.