NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1137689
Record Type: Journal
Publication Date: 2017-May
Pages: 8
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1053-4512
Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students with Learning Disabilities
Ciullo, Stephen; Mason, Linda
Intervention in School and Clinic, v52 n5 p287-294 May 2017
Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide evidence-based writing instruction that will provide readiness for middle school writing. In this article, three key writing standards are highlighted and then paired with an evidence-based instructional approach for teaching genre-based (i.e., informative, persuasive, narrative) writing instruction, revising and editing, and note taking to students with LD. Teaching procedures and resources are included.
SAGE Publications and Hammill Institute on Disabilities. 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
Publication Type: Journal Articles; Reports - Descriptive; Tests/Questionnaires
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; Grade 4; Intermediate Grades; Grade 5
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A