TY - JOUR
T1 - Improving the writing performance of young struggling writers
T2 - Theoretical and programmatic research from the center on Accelerating Student Learning
AU - Graham, Steve
AU - Harris, Karen R.
PY - 2005
Y1 - 2005
N2 - This article describes the outcome and significance of studies in the area of writing conducted from 1999 to 2003 by the Center on Accelerating Student Learning (a multisite research center involving Vanderbilt University, Columbia University, and the University of Maryland). The basic purpose of the Center was to identify effective instructional practices for primary-grade students with special needs and children at risk for academic difficulties, As part of this effort, researchers at the University of Maryland surveyed primary-grade teachers nationwide to determine how they teach writing (providing a description of the context in which struggling writers learn to compose), examined the impact of extra handwriting and spelling instruction as a means for preventing writing difficulties, and assessed the effects of explicitly teaching young struggling writers strategies for planning and writing text.
AB - This article describes the outcome and significance of studies in the area of writing conducted from 1999 to 2003 by the Center on Accelerating Student Learning (a multisite research center involving Vanderbilt University, Columbia University, and the University of Maryland). The basic purpose of the Center was to identify effective instructional practices for primary-grade students with special needs and children at risk for academic difficulties, As part of this effort, researchers at the University of Maryland surveyed primary-grade teachers nationwide to determine how they teach writing (providing a description of the context in which struggling writers learn to compose), examined the impact of extra handwriting and spelling instruction as a means for preventing writing difficulties, and assessed the effects of explicitly teaching young struggling writers strategies for planning and writing text.
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U2 - 10.1177/00224669050390010301
DO - 10.1177/00224669050390010301
M3 - Article
AN - SCOPUS:18844418939
SN - 0022-4669
VL - 39
SP - 19
EP - 33
JO - Journal of Special Education
JF - Journal of Special Education
IS - 1
ER -