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ERIC Number: EJ1140216
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: ERIC
ISSN: ISSN-0040-0599
Teaching Spelling, Writing, and Reading for Writing; Powerful Evidence Based Practices
Harris, Karen R.; Graham, Steve; Aitken, A. Angelique; Barkel, Ashley; Houston, Julia; Ray, Amber
TEACHING Exceptional Children, v49 n4 p262-272 Mar-Apr 2017
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.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A