Teaching Spelling, Writing, and Reading for Writing; Powerful Evidence Based Practices

Autor/inn/en	Harris, Karen R.; Graham, Steve; Aitken, A. Angelique; Barkel, Ashley; Houston, Julia; Ray, Amber
Titel	Teaching Spelling, Writing, and Reading for Writing; Powerful Evidence Based Practices
Quelle	In: TEACHING Exceptional Children, 49 (2017) 4, S.262-272 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059917697250
Schlagwörter	Disabilities; Reading Instruction; Writing Instruction; Spelling; Teaching Methods; Evidence Based Practice; Special Education; Holistic Approach; Learner Engagement; Study Habits; Visualization; Word Recognition; Educational Games; Cooperative Learning; Worksheets; Drills (Practice); Self Management; Self Efficacy; Elementary Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Leseunterricht; Schreibunterricht; Schreibweise; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Holistischer Ansatz; Study behavior; Study behaviour; Studienverhalten; Visualisation; Visualisierung; Worterkennung; Educational game; Lernspiel; Kooperatives Lernen; Selbstmanagement; Self-efficacy; Selbstwirksamkeit; Elementarunterricht
Abstract	Students with disabilities often find writing extremely challenging (Harris & Graham, 2016). Special educators can, however, promote tremendous gains in students' ability to write by understanding common challenges students face and mastering specific teaching techniques. Students' writing success depends on reducing how much attention and thought they direct to transcribing ideas into words and increasing students' knowledge about effective writing and genres, as well as how much attention and thought they direct to planning, monitoring, evaluating, and regulating the writing process. Mastery of skills such as spelling, development of essential knowledge about writing, and ownership of strategies for planning, monitoring, evaluating, and regulating the writing process are crucial for students yet challenging for most. Students with learning disabilities, for instance, find spelling extremely challenging and employ strategies for planning and revising that require little effort and are ineffective (Graham, 1999; Graham, Harris, & McKeown, 2013). As a result, special educators need to help students: (1) Become such good spellers that they rarely have to think about how to spell words when they are writing; and (2) Bring their knowledge of genres and effective writing together with use of effective strategies for planning, drafting, revising, and editing their text and for regulating the writing process. This article recommends two evidence-based instructional methods special educators can use to meet these goals. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01