摘要:

&NA;For almost 20 years, the Self‐Regulated Strategy Development Model (SRSD) has been used to teach writing strategies and self‐regulation procedures to students with writing difficulties. This article examines the development of SRSD, describes how it operates, and examines evidence on its effectiveness. It also highlights how the model has been used to respond to variations in settings, characteristics of children, and modes of composing.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Narrative writing is a complex process that has its basis in oral narration. The development of the story form is described, and approaches to the study of narration are reviewed. The written narrative patterns of students with learning disabilities are detailed along with a discussion of the reasons for their difficulties with this genre of writing. Instructional approaches are presented that have been effective in improving the written narrative skills of these youngsters.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;In this article, the focus is on strategies in expository essay instruction. Hence, detailed descriptions of instructional procedures in teaching students the recursive processes of planning, drafting, and revising expository essays are provided. Because students have increasing assignments of opinion essays and compare and contrast essays in middle school and high school, the writing strategy instruction described focus on these genres. Apart from information on strategy instruction, we show straightforward ways to fostering students' self‐regulation and motivation in writing. We also highlight for teachers potential problems in their strategy implementation and suggest suitable solutions.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Speech‐language pathologists have not typically included writing as part of instructional or intervention goals. This omission may be related to the sparse research data on writing development in children with a language learning disability (LLD). Like reading and spelling, writing results from complex interactions among the linguistic and discourse systems and changes over time from an oral style of communication to a more literate style. One purpose of this article is to describe individual differences in the phases of writing development, drawing on examples from students who are typically developing, and those with an LLD. Special emphasis is given to the differentiation of audience and syntactic choices during the school‐age years as critical elements in communicating the “writer's voice.” Using an illustrative case study of a 10‐year‐old, the second purpose is to demonstrate how school‐based writing samples can serve as a dynamic tool for analysis of interactions among the linguistic and discourse systems. The multiple levels addressed include genre knowledge, concept of audience, clausal and nonclausal complexity, spelling, and punctuation. A major assessment issue is whether the writing problems of individual students stem from an unrecognized LLD, instructional inadequacies, or both factors. Suggestions are offered for better meeting individual needs through combining explicit strategy instruction for composing and self‐regulation with explicit linguistic strategies that enhance semantic and syntactic options in writing.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Contrary to popular conception, language is not a unitary ability. Four functional language systems—(1) aural, (2) oral, (3) reading, and (4) writing—develop on independent trajectories that are interconnected to varying degrees at different stages of development. These interconnected, yet independent, language systems differ on more than modality of input or output. A decade‐long research program is described that has focused on the development of the functional writing system and its connections during development with the aural/oral language and reading systems in school‐age children. Applications of this research to assessment and educational intervention for specific writing disabilities are discussed.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Computers have potential to support writing for students with disabilities by easing the physical processes involved in writing, helping to manage planning and revising processes, and supporting social interaction and communication. This article reviews research on the use of computer technologies to help individuals with mild educational disabilities write more effectively. The review considers research on word processing in general and on the use of word processing in teaching revision and in facilitating collaboration; tools that aid with transcription. such as spelling checkers, speech synthesis, word prediction, and speech recognition: and the limited research on hypermedia or multimedia to support writing.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID