Writing Better - Graham, Steve; Harris, Karen
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Whether they have learning disabilities or just need extra help, struggling writers can improve their skills dramatically if they get the detailed, explicit instruction they need. This practical guidebook shows elementary and middle school teachers how to make this systematic instruction part of their classroom. Photocopiable student worksheets give teachers ready-to-use writing activities, and before-and-after examples of student writing demonstrate how the strategies work. With these practical, scientifically validated ideas and exercises, teachers will help struggling students develop the…mehr

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Produktbeschreibung
Whether they have learning disabilities or just need extra help, struggling writers can improve their skills dramatically if they get the detailed, explicit instruction they need. This practical guidebook shows elementary and middle school teachers how to make this systematic instruction part of their classroom. Photocopiable student worksheets give teachers ready-to-use writing activities, and before-and-after examples of student writing demonstrate how the strategies work. With these practical, scientifically validated ideas and exercises, teachers will help struggling students develop the skills they need to improve their classwork and change the way they feel about writing.
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Autorenporträt
> Karen Harris, Ed.D., is Professor and the Currey-Ingram Chair in Special Education at Vanderbilt University, Nashville, Tennessee. She has taught kindergarten and fourth-grade students, as well as elementary and secondary students with disabilities. She is co-author, with Steve Graham, of the books Making the Writing Process Work: Strategies for Composition and Self-Regulation; Teaching Every Child Every Day: Learning in Diverse Schools and Classrooms; Handbook of Learning Disabilities; and the curriculum Spell It-Write. Dr. Harris is the editor of the Journal of Educational Psychology. Her research is focused on theoretical and intervention issues in the development of academic and self-regulation strategies among students with attention-deficit/hyperactivity disorder, learning disabilities, and other challenges.