Best Practices in Writing Instruction

by Steve Graham EdD (Editor), Charles A. MacArthur PhD (Editor), Michael A. Hebert PhD (Editor)

Overview

Highly practical and accessible, this indispensable book provides clear—cut strategies for improving K—12 writing instruction. The contributors are leading authorities who demonstrate proven ways to teach different aspects of writing, with chapters on planning, revision, sentence construction, handwriting, spelling, and motivation. The use of the Internet in instruction is addressed, and exemplary approaches to teaching English—language learners and students with special needs are discussed. The book also offers best—practice guidelines for designing an effective writing program. Focusing on everyday applications of current scientific research, the book features many illustrative case examples and vignettes. 

Product Details

ISBN-13:	9781462537983
Publisher:	Guilford Publications, Inc.
Publication date:	11/26/2018
Sold by:	Barnes & Noble
Format:	eBook
Pages:	416
File size:	7 MB
Age Range:	5 - 17 Years

About the Author

Steve Graham, EdD, is the Currey—Ingram Professor of Special Education and Literacy in the School of Education at Vanderbilt University. The editor of Exceptional Children, Dr. Graham is the recipient of the Career Research Award from the Council for Exceptional Children (CEC), the Samuel A. Kirk Award from the CEC Division for Learning Disabilities, and the Distinguished Research Award from the Special Education Interest Group of the American Educational Research Association.
 
Charles A. MacArthur, PhD, is Professor of Special Education and Literacy in the School of Education at the University of Delaware. He is coeditor of the Journal of Special Education.
 
Jill Fitzgerald, PhD, is Senior Associate Dean and Professor of Literacy Studies at the University of North Carolina at Chapel Hill. She is the recipient of the American Educational Research Association's Outstanding Review of Research Award and (with George Noblit) the International Reading Association's Dina Feitelson Award for Research.

Table of Contents

Introduction: Best Practices in Writing Instruction   Steve Graham   Charles A. MacArthur   Jill Fitzgerald     1
Designing Writing Programs
Writing Instruction in Engaging and Effective Elementary Settings   Michael Pressley   Lindsey Mohan   Lauren Fingeret   Kelly Reffitt   Lisa Raphael-Bogaert     13
Best Practices in Implementing a Process Approach to Teaching Writing   Ruie J. Pritchard   Ronald L. Honeycutt     28
Best Narrative Writing Practices When Teaching from a Developmental Framework   Anne McKeough   Jaime Palmer   Marya Jarvey   Stan Bird     50
Best Practices in Developing a Writing across the Curriculum Program in the Secondary School   George E. Newell   Susan Koukis   Stacy Boster     74
Strategies for Teaching and Learning
Writing Instruction for Young Children: Methods Targeting the Multiple Demands That Writers Face   David Coker     101
Best Practices in Teaching Planning   Steve Graham   Karen R. Harris     119
Best Practices in Teaching Evaluation and Revision   Charles A. MacArthur     141
Improving Sentence Construction Skills through Sentence-Combining Practice   Bruce Saddler     163
Best Practices in Spelling and Handwriting   Bob Schlagal     179
Best Practices in Promoting Motivation for Writing   Pietro Boscolo   Carmen Gelati     202
Best Practices in Using the Internet to Support Writing   Rachel Karchmer-Klein     222
Best Practices in Teaching Writing to Adolescents   Dolores Perin     242
Best Practices in Writing Assessment   Robert C. Calfee   Roxanne Greitz Miller     265
Special Populations
What Is Sound Writing Instruction for Multilingual Learners?   Jill Fitzgerald   Steve Amendum     289
Best Practices in Teaching Writing to Students with Special Needs   Susan De La Paz     308
Index     329

Interviews

Classroom teachers, literacy specialists and coaches, and teacher educators. Serves as a text in undergraduate- and graduate-level courses on writing instruction.

Editorial Reviews

"This edited volume makes a sound argument, based in empirical research, for adopting process approaches to writing instruction and involving learners in such an approach from early on. Furthermore, the contributing authors provide sound rationales and practical advice for focusing student attention and instruction on global concerns of audience, purpose, and communication." (on the first edition)

Reading and Writing

"This volume rises above many of its peers as it is not simply a repository, but it acts as a guide for making necessary improvements to the writing instruction U.S. students are receiving. This text represents exhaustive research and practice of writing instruction that improves student performance. Both teachers and researchers alike will find use in this volume.” (on the second edition)

Journal of Writing Research

"This volume is an amazing synthesis of current theories and practices related to writing research and teaching. Each chapter addresses important topics in writing and provides interesting, thought—provoking suggestions for instruction. I recommend this book highly and enthusiastically. It is an ideal text for master's—level courses."—Patricia L. Anders, PhD, Department of Language, Reading and Culture, College of Education, University of Arizona
 

"Jam—packed with current research and step—by—step classroom activities, this book immerses us in the world of writing and helps us examine our own understandings of what makes an effective writing practice. It is a solid read for teachers across the grade levels and a good choice for a book to be used districtwide."—Rich Kent, PhD, Maine Writing Project, College of Education and Human Development, University of Maine
 

"Best Practices in Writing Instruction is a full compendium of research—based skills and strategies designed with one goal in mind: to promote writing effectiveness in the classroom. Offering detailed depictions of classrooms in action, the book covers social, emotional, and academic concerns, and introduces both overarching concepts and specific, focused activities. Importantly, a consistent theme of writing as a vehicle for thinking and learning is reflected throughout the book."—Douglas Kaufman, PhD, Neag School of Education, University of Connecticut

From the Publisher