Teaching Beginning Writers
مارچ 2015 · Guilford Publications
ای بک
212
صفحات
family_home
اہل ہے
info
reportدرجہ بندیوں اور جائزوں کی تصدیق نہیں کی جاتی ہے مزید جانیں
اس ای بک کے بارے میں
An essential "how-to" primer, this book examines the process of learning to write and shares evidence-based instructional strategies for the primary grades. With an emphasis on explicit instruction and scaffolding students' learning, the authors explain when and how to teach handwriting, spelling, foundational skills such as sentence formation and editing, and composition in specific genres. They present clear-cut techniques for assessment, differentiation, and supporting struggling writers. The Common Core State Standards (CCSS) for Writing are used as a framework for setting instructional goals. Reproducible assessment forms, checklists, and rubrics are provided; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
مصنف کے بارے میں
David L. Coker Jr., EdD, is Associate Professor in the School of Education at the University of Delaware. His research focuses on writing development, early writing assessment, and effective approaches to writing instruction. A former classroom teacher, Dr. Coker is coauthor of Developing Strategic Writers through Genre Instruction and has published articles in leading journals of literacy, educational psychology, and learning disabilities.
Kristen D. Ritchey, PhD, is Associate Professor in the School of Education at the University of Delaware. Her research focuses on assessment and intervention for elementary-age students with reading and writing disabilities. Dr. Ritchey’s recent work includes the development of screening and multi-tiered interventions for fourth- and fifth-grade students with reading disabilities, and the development of early-writing curriculum-based measures. She has published articles in several leading journals.
Kristen D. Ritchey, PhD, is Associate Professor in the School of Education at the University of Delaware. Her research focuses on assessment and intervention for elementary-age students with reading and writing disabilities. Dr. Ritchey’s recent work includes the development of screening and multi-tiered interventions for fourth- and fifth-grade students with reading disabilities, and the development of early-writing curriculum-based measures. She has published articles in several leading journals.
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