In Writing Development in Struggling Learners, international writing researchers provide critical insights into the development of writing skills for individuals who struggle to become profi cient writers. This edited volume takes a life course view and examines concepts for development of writing skills with a focus on where learners struggle, why this may occur for those without and without specifi c learning disorders, how to identify these learners and what we can do to facilitate effi cient writing. Throughout the volume, struggling learners are presented via a holistic lens; contributors succinctly synthesize the literature base and present insights into the current state of the science and areas of future need and advancement.
|
List of Figures, Texts and Tables |
|
|
vii | |
|
|
|
1 | (10) |
|
1 The Development of Writing Skills in Individuals with Learning Difficulties: An Introduction |
|
|
3 | (8) |
|
|
|
|
|
|
|
|
|
|
2 Understanding Writing Difficulties through a Model of the Cognitive Processes Involved in Writing |
|
|
11 | (18) |
|
|
|
|
|
|
|
3 The Complementary Relationships between Reading and Writing in Children with and without Writing Difficulties |
|
|
29 | (24) |
|
|
|
|
|
PART 3 Writing Development |
|
|
|
4 The Multifaceted Development of Writing |
|
|
53 | (20) |
|
|
|
|
|
5 Empirical Studies on the Writing Abilities of Adolescents and Adults with Learning Difficulties |
|
|
73 | (26) |
|
|
|
|
|
PART 4 Instructional and Intervention Approaches |
|
|
|
6 Language Bases of Spelling in Writing during Early and Middle Childhood: Grounding Applications to Struggling Writers in Typical Writing Development |
|
|
99 | (21) |
|
|
|
|
|
|
|
|
|
7 Why Bother with Writers? Towards "Good Enough" Technologies for Supporting Individuals with Dyslexia |
|
|
120 | (21) |
|
|
|
|
|
|
|
|
|
|
|
8 Lost for Words: Instructional Approaches to Support Older Struggling Writers |
|
|
141 | (20) |
|
|
|
|
|
PART 5 Assessment: Perspectives on Assessing Learning and Performance |
|
|
|
9 Evaluating the Task of Language Learning |
|
|
161 | (21) |
|
|
|
10 The Role of Curriculum Based Measures in Assessing Writing Products |
|
|
182 | (19) |
|
|
|
|
|
|
|
|
|
|
|
|
11 Approaches to Improving Writing Research, Instruction, and Performance |
|
|
201 | (16) |
|
|
|
|
|
|
| Index |
|
217 | |
Brett Miller, PhD (2004), University of Massachusetts Amherst, is Program Director of the Reading, Writing and Related Learning Disabilities research program at the U.S. National Institutes of Health. He has published numerous articles and co-edited volumes on learning disabilities.
Peggy McCardle, Ph.D., M.P.H., is President/Consultant, Peggy McCardle Consulting, LLC, and an affiliated research scientist at Haskins Laboratories. Her publications address public health and developmental psycholinguistics, and her current projects address literacy, English language learners, and learning difficulties.
Vince Connelly, PhD (1995), University of St. Andrews, UK is Programme Lead for Psychology at Oxford Brookes University. He has published numerous articles on learning to read and also on learning to write with an emphasis on struggling writers.
Contributors are: Barbara Arfé, Ruth Huntley Bahr, Anna Barnett, Virginia Berninger, Vincent Connelly, Sarah Critten, Julie Dockrell, Noel Gregg, Harriet Jisa, Christer Johansson, Susan Jones, ; Peggy McCardle, Brett Miller, Margunn Mossige, Debra Myhill, William Nagy, Jason Nelson, Lynsey O'Rourke, Vibeke Rųnneberg, David Rose, Elaine Silliman, Liliana Tolchinsky, Mark Torrance, Per Henning Uppstad, Kirsty Walter, and Åsa Wengelin.
