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Naomi Paik. Richards 9. MacArthur Special Populations Troia show more. Review quote "This second edition, with chapters written by prominent researchers, shares the latest evidence-based practices in writing instruction and assessment. Literacy teachers and teacher educators will benefit from coverage of hot topics in writing, including the Common Core State Standards, writing instruction in a response-to-intervention framework, and teaching English language learners.
This is a book for multiple audiences--educators can use the content to build a research-based writing program, while college and university instructors will find it a 'must have' for their courses. Olinghouse, PhD, Department of Educational Psychology, University of Connecticut "The book provides a thorough and incisive consideration of new and effective practices in writing instruction, giving timely attention to the Common Core State Standards.
This is a rich source for current research and best-practice guidelines that is sure to be of interest to people engaged in all aspects of writing instruction, including teaching, curriculum development, assessment, and research. It is a valuable text for both graduate and undergraduate courses. Williams, PhD, Department of Human Development, Teachers College, Columbia University "Designed to drive classroom practice, this book has the potential to revolutionize how writing is taught in today's schools and classrooms.
The editors and contributors describe how instruction should evolve to meet the writing standards of the Common Core. The volume also addresses important writing skills and processes that are not addressed in the CCSS but are necessary for a balanced, comprehensive writing program. It distills a dense body of research into a highly readable synthesis of what is core and critical to K writing instruction. For current or aspiring teachers--as well as administrators whose responsibilities include leading, supporting and developing teachers--this is a 'must read.
Graham is editor of the Journal of Educational Psychology. Charles A. His major research interests include writing development and instruction for struggling writers, development of self-regulated strategies, adult literacy, and applications of technology to support reading and writing. Currently he is coprincipal investigator of a research project evaluating a curriculum for college developmental writing courses based on self-regulated strategy instruction.
He is coeditor of the Journal of Writing Research and serves on the editorial boards of several other journals. A former primary-grades teacher and reading specialist, she conducts research on literacy issues for multilingual learners, understanding text complexity, and vocabulary measurement.
With more than publications, she is associate editor of the Journal of Educational Psychology and serves on the editorial boards of several other journals. For current or aspiring teachers--as well as administrators whose responsibilities include leading, supporting and developing teachers--this is a 'must read. The second edition presents major research findings characterized by increased scientific rigor and an integrative perspective, bringing together neuroscience, genetics, and behavior.
Chapters consistently rely on an operational definition of learning disabilities that does not reflect discrepancy notions. This handbook should be required reading for graduate students and LD researchers. Designing Writing Programs 1. Harris 2. Coker, Jr. Types and Purposes of Writing 4. Ferretti and William E. Lewis 6. Strategies for Teaching and Learning in Writing 8.
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